Curriculum

St Katherine’s Church of England Primary School

Curriculum Statement

‘Love your neighbour as yourself’ (Mark 12:31)

At St Katherine’s, our curriculum prepares pupils for life in a diverse British society and the wider world by equipping them with knowledge, skills and experiences that enable them to prosper academically, socially and spiritually. It fulfils the statutory requirements of the Early Years Foundation Stage and the Primary National Curriculum while reflecting our Christian Vision. Our work is driven by four curriculum principles — Spirituality, Diversity, Environment and Possibilities — which shape what we teach and why.

What we want pupils to know and be able to do

• Confidently read, write and communicate: systematic synthetic phonics, early reading and a strong emphasis on vocabulary ensure pupils develop automatic decoding and deep comprehension
  so they can access the whole curriculum.
• Master key subject knowledge and skills: learning is sequenced so pupils build firm foundations, revisit big ideas and make secure connections between topics.
• Become well-rounded citizens: pupils grow spiritually, morally, culturally and socially, practising kindness, responsibility and respect for difference, and developing the character to contribute positively to their community.
• Access meaningful cultural capital: planned experiences through local and wider visits, visitors, enrichment and practical opportunities which help to broaden horizons and make learning relevant to future pathways.

How we teach so pupils learn and remember

• Coherent sequencing: curriculum content is intentionally ordered across year groups so that essential knowledge is introduced, practised, revisited and extended. Subject leaders define the progression of vocabulary, concepts and skills for their subjects and check that learning builds cumulatively.
• High-quality classroom practice: teachers model subject-specific language, use explanation and worked examples, and plan guided practice with immediate feedback so pupils develop fluency and independence. Lessons routinely connect new learning to prior knowledge and explicitly teach tiered vocabulary.
• Inclusive classroom first: everyday teaching is the first line of support. Lessons are adapted so all pupils, including those with SEND, physical disabilities or EAL, can access the core knowledge and practice needed to progress. Additional provision is targeted where specialist support is required.
• Reading and vocabulary across the day: reading rich routines, regular whole-class and individual reading, matched reading books for phonics stages, and planned vocabulary exposure are embedded across subjects to accelerate comprehension and curriculum access.
• Subject leadership and professional learning: subject leaders monitor implementation, provide succinct guidance and practical resources, and offer focused CPD so teachers have the knowledge and expertise to deliver their curriculum intent.
• Wider opportunities and partnerships: we extend learning beyond lessons through carefully chosen visits, curriculum-linked visitors and extracurricular activities, and we work closely with families to reinforce learning and wellbeing.

What pupils leave school having achieved

• Secure foundations in reading, communication and mathematics that allow confident access to secondary education and life-long learning.
• A secure body of subject knowledge: pupils remember essential concepts, use subject vocabulary accurately and can apply learning in new contexts.
• Strong personal qualities: resilience, independence, empathy and moral awareness rooted in our Christian Vision.
• Preparedness for next steps: pupils have experienced the cultural and personal opportunities that give them aspiration and a clear sense of future possibility.

How we know the curriculum is working

• Leaders and subject teams routinely check that learning is sequenced and remembered through focused curriculum checks, curriculum-focused professional dialogue and evidence of increasing pupil fluency in key knowledge and vocabulary.
• Reading match to phonics: pupils are regularly assessed to ensure reading materials align to their phonics stage and promote rapid progression to fluency.
• Pupil outcomes and personal development measures are used together, knowledge demonstrated in books and assessments, and observed growth in behaviour, attendance and character, to inform improvement.
• Provision for pupils with higher levels of special educational needs (including EHCPs) is monitored to ensure planned access, reasonable adjustments and targeted support deliver progress.