office@christchurchsandwell.org
0121 552 3625
Introduction

Christ Church C of E Curriculum – 3 ‘I’s (Intent, Implementation and Impact) - A Summary

Intent

Our intention at Christ Church is to provide all of our children with a rigorous, well planned curriculum combined with high quality teaching ensuring that children are supported - developing into well rounded, empathetic young people who have a genuine thirst for learning. We want our children to develop a strong sense of moral purpose in addition to having a respect for and understanding of people who have different characteristics to themselves, whether this be age, disability, gender, race or sexuality.

 

The aims of our curriculum for children:

· To enjoy learning

· To feel successful in their learning, promoting high self-esteem

· To become creative, independent learners

· To be given significant time to learn new skills and also have time to practise these - to embed learning deeply and master key skills

· To have the flexibility to decide how best to learn in different situations

· To have open-ended opportunities to decide what they are going to learn and how

· To be given the opportunity to decide upon the final outcome/s of their learning

· To sometimes be able to set their own targets for learning

· To develop knowledge as to what their strengths are and which areas they need to develop

· To become successful life-long learners who are able to reach their full potential

· To be able to evaluate and assess their own learning in a wide range of contexts


Our curriculum design is based around supporting children to achieve sustained mastery - which means that pupils learn, remember and become fluent in key skills and knowledge across the curriculum. It is imperative that children sustain their learning over time, rather than only at the point of delivery. At Christ Church we place most emphasis on mastering these aspects: the ability to think for themselves and become independent learners with a passion for learning; the ability to collaborate and work with others; the ability to develop a caring attitude towards the community and the world; the ability to speak using standard English, using a wide range of vocabulary to communicate with a broad spectrum of audiences; the ability to decode, read and comprehend texts with fluency and enjoy reading; the ability to write using grammatically sound sentence constructions and be able to articulate clearly for a real purpose and audience; the ability to apply mathematical skills in the real world.  

At Christ Church we use a skills based curriculum approach (Chris Quigley Essentials Curriculum) to underpin our curriculum design. The skills based approach sets out essential coverage, learning objectives and standards which are required in core and foundation subjects as well personal development. In essence, this means providing children with increased cognitive challenge - allowing children to apply the skills they have learnt independently in a range of contexts rather than moving  onto the next skill when they have not mastered it. Such thinking is encapsulated in the scenario below:         



Implementation


We want to challenge our children to become more independent, well rounded individuals who take ownership of their learning and become deep thinkers. Moreover we want our children to apply their knowledge and skill in a range of contexts within school and real life - each year group, every term working towards a purposeful outcome or goal, for example a pop-up museum. Children are involved in making decisions throughout the learning challenges . It is through completing the outcomes they can showcase their learning to a real audience and hopefully make some sort of impact - for example raising money for outdoor learning by charging an entrance fee to the pop-up museum, or raising money for Fairtrade charities.


All outcomes are presented as a challenge or question from the outset of the learning journey so children know what they are working towards.The idea of challenge is about encouraging children to see the learning opportunity as something that they should rise to, and also as a clear way of children taking responsibility for their learning. Teachers then further break that challenge down into a set of steps or sub-questions in order that the journey through the challenge can be further considered. It is through these questions that key knowledge and skills can be taught, and where possible, in a cross curricular way, so that children can make meaningful links. There are clear opportunities in the learning challenge for children to take responsibility for decisions, work in teams or independently, and to take on various roles within the process of learning and achieving to engage children fully in their learning and to support inclusivity. During each academic calendar we also plan for key national events such as World Book Day, world celebrations (Chinese New Year, Eid), science week, Autism Awareness, Remembrance etc.   


 

Term

Autumn

Spring

Summer

Year

Challenge

Outcome

Challenge

Outcome

Challenge

Outcome

Year 1

Our World

How can we run a museum to share the History of Britain and the World?

How can I show who I am?

Whole school museum:  ourselves and our family and people who help us (whole school)

Our Town

What is it like in this place around us?

Can we explore it?

Public Display about Oldbury in the library

 

What can we grow in our own environment?

Can we create a ‘green’ garden centre at Christchurch?

Garden Centre

Grow and sell plants and flowers using recycled containers, donated seeds and plants

Year 2

How can we run a museum to share the history of Britain and the World? What is the significance of fire in the past?

Communication Campaign: museum about the impact of fire on our country.

Pop up museum

(whole school)

Can we create a gallery to share the culture of China?

How can we produce and display this?

Chinese art gallery

Raise proceeds for adopt a panda

Can we help our families including pets to be healthy through exercise and food?

Jump Rope – BHF link

Fitness DVD with advice booklet and recipe book to sell,

Year 3

Can we contribute to a museum to share the history of Britain and the World?

What was it like to be in Ancient Greece?

Greek Exhibition for Pop up museum

(whole school )

Where are there environments in the world at risk and how can we help them?

Shoe Box Appeal to raise awareness/

funds

What does it mean to be British and how can we recognise this locally?

Traditional Afternoon British Tea with sale of British made product(s)

Year 4

Can we contribute to a museum to share the history of Britain and the World?

What was it like for people in Ancient and Early civilisations?

Egyptian exhibition for Pop up museum

(whole school )

How can we celebrate different parts of Europe through food?

Pop up restaurant/buffet

Why is clean water so important to the world and how can we support people to access it?

Presentations to Parents – Guides including ‘How To Use Water Responsibly’

Year 5

Can we contribute to a museum to share the history of Britain and the World?

How did invaders leave their mark at different times?

‘Invaders’ exhibition for Pop up museum

(whole school)

How can we help save our world? (Amazon Rainforest)

Fair Trade Sale - Communication and charity campaign

What might we learn from great local designers and inventors and create a new product?

Create a prototype product for dragons den pitch

Year 6

Can we contribute to a museum to share the history of Britain and the World?

What is the cost of war?

World War exhibition Pop up museum

(whole school)

Where in the world have people achieved their dreams?

Part 1 of topic

Outcome agreed with children for the Summer term

How can we leave a legacy?

Part 2 of topic

A legacy agreed with cohort

 

English and maths are taught daily throughout the school or in morning blocks by subject specialist teachers in upper key stage 2. English is high quality text-led and where possible, regular meaningful links are made to the learning challenges too, so as to deepen learning and engagement. Maths is taught discretely but where possible opportunities for application also link to the learning challenge. Our afternoon curriculum is largely learning challenge based where teachers can plan more flexibly for foundation subjects, science and computing. Basic skills are reinforced constantly throughout all aspects of the curriculum.


We place a central emphasis on the explicit teaching and exploration of language across all subjects.  We have also placed growing emphasis on learning outside the classroom to further engage our children, make experiences memorable and give them the experiences they may otherwise lack.  Examples include visiting local parks and the town (Year 1) and exploring canal transport routes (Year 4).


Impact

A recent curriculum review (November 2018) showed that there were many things that children, parents and governors liked about our curriculum.  To summarise, there were many aspects of the curriculum that stakeholders enjoyed:


 

      Children felt they were able to contribute their ideas to learning journeys

 

      They liked the fact they were working towards a real outcome or goal

 

      Links were made between subjects which were clearly explained to them

 

      They enjoyed engaging in practical activities like role play/ drama, designing and making, hosting events, PE and outside orienteering

 

      Visitors were stimulating and relevant to their learning

 

      Writing was more enjoyable when there was a clear purpose and a real audience

 

      They can share the outcome with family and friends

 

      They appreciated getting feedback on the impact of their learning, for example, an update on the panda they had adopted

 

      Children enjoyed being creative and making their own choices over how to present their learning, including working collaboratively

 

      Enjoyed becoming experts  - learning finer details and technical/new language about topics

 

 

 

Our curriculum prepares children well for their next stages of education with 70% of our children meeting the combined expected standard in reading, writing and maths (5.7% higher than national) and 23% of pupils achieving a greater depth of understanding in these combined areas - this has increased substantially year on year. We aim to ensure that our children are prepared for learning beyond the primary school, but also focusing on promoting good attendance and punctuality.  OFSTED (2017) commented on our pupils’ positive attitudes to life-long learning.

 

 

 


Christ Church C of E Primary School,
Albert Street, Oldbury, B69 4DE
Email: office@christchurchsandwell.org
Tel: 0121 552 3625
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