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In Reception, children show good concentration in well planned, absorbing and imaginative activities - Latest Ofsted ReportLeaders have established a positive culture for learning mathematics - Latest Ofsted ReportThe use of pupil premium funding is well targeted to support disadvantaged pupils’ learning - Latest Ofsted ReportDisplay walls are providing effective support for learning - Latest Ofsted ReportThe school, through its distinctive Christian character, is outstanding - Latest SIAMS ReportA culture of collective worship and prayer enables this large school to resemble a united caring family - Latest SIAMS Report

Our Curriculum Overview 

We believe the curriculum at Knaresborough St John's is progressive, coherent and inspiring!  We have developed a curriculum that aims to help children know more, remember more and do more

As staff we have given careful consideration to our children; their experiences and needs and developed a curriculum that caters for them individually. 

 Our curriculum build:

When designing our progressive curriculum, we wanted to ensure it was built around knowledge, skills and experiences.  Threaded through this was the desire to have diversity and our locality embedded in what the children learn and experience.  Ensuring this curriculum serves our children and our community, we sought the input on children, staff, governors and parents.  We feel the two year rolling curriculum that has been built achieves this design outcome allowing our intent to be actioned,

Our curriculum intent is to:

  • Ensure that all children feel safe, happy and valued as individuals and embed values of compassion, honesty, integrity and awe
  • Have the highest expectations for what all children can achieve regardless of background, starting points or SEND. 
  • Confidently challenge and confront injustice and inequality as articulate advocates of change, celebrating and respecting diversity.  
  • Prepare children for their next steps; from the Early Years to Key Stage 1, Key Stage 2 and secondary education 
  • Encourage our children to consistently try hard even when they encounter difficulties.   
  • Ensure children receive valuable support at home through excellent parent partnerships. 
  • There is emphasis on knowledge and vocabulary acquisition and teaching is carefully structured to enable pupils to remember what they have been taught. 
  • Ensure learning across the curriculum is sequentially planned to build on knowledge and skills. 
  • Have reading as an integral part of the curriculum. 
  • Place community links centrally to ensuring our children have a broad understanding of the local world around them.  
  • Provide children opportunities to explore and appreciate different cultures and beliefs through global learning experiences, enriching through  
  • Ensure out children will be academically secure and emotionally ready for the next step in their academic journey.

Our curriculum is implemented through subjects taught discretely and subjects that are interwoven to create cross curricular themes. This combination aims to inspire and excite children about new learning.

All of the learning at Knaresborough St John's is triangulated through

  • Rosenshine's Ten Principles of Instruction (Click here to read the research that underpins our teaching approach) as part of embedding knowledge to a child’s long-term memory
  • Assessment for Learning through the Keep Up Not Catch Up Approach to ensure no child falls behind age related expectations
  • The content for learning provided by The Early Years Foundation Stage Curriculum and The National Curriculum

We triangulate these principles to allow our children the best opportunity to remember our curriculum in both the short and long term.

 

At Knaresborough St John’s Primary School, we implement our learning through overarching termly themes that span year group phases.  This approach allows the opportunity for curriculum content to be covered without restrictive time or content restraints.  The implementation of our curriculum allows themes and current affairs to be brought into topics so that we ensure a progressive and fluid curriculum to be delivered.

Our curriculum content starts with the Early Years Foundation Curriculum ensuring our children are working towards the Early Learning Goals.  We then build on this through the Primary National Curriculum programmes of study for Years 1-6. The progressive continuum of skills, knowledge and vocabulary ensures pupils are challenged appropriately.   The learning sequence is skilfully planned building on prior knowledge, skills, experiences and engaging texts to progress learning effectively. The implementation of our learning sequence follows Rosenshine’s Principles of Instruction. This combination of low stake quizzes, topic based learning reviews and a coherent sequence of learning improves working memory techniques, so that children know more and remember more.

Whereas many subjects overlap to create a cross curricular approach, some subjects are taught discreetly, such as music, religious education and computing with these following schemes of work.  Where possible, links are made between these subjects and the over arching theme, but only when this can be in a coherent way.  Subject leaders ensure long term plans and medium term plans are in place and that objectives are planned and sequenced for progression.

Pastoral support for all pupils is a high priority and the basis for all learning. Children who feel safe, happy and supported are able to progress through the curriculum. Nurture groups, Time to Talk and outdoor learning are some of the pastoral support we offer. We build strong relationships with families and our community, whilst adapting the curriculum to the needs of the children in our care.

Ongoing comprehensive teacher assessment of children’s learning in all subjects ensures key milestones are reached. Teacher assessment is used to inform planning and implementation of KUNCU (Keep Up Not Catch Up) strategies. Teachers develop a clear and accurate picture of strengths and areas to develop. Summative outcomes within foundation subjects are recorded on the school’s own data tracking system. Peer feedback and self-assessment are extensively used alongside statutory assessments which are completed at the end of EYFS (Early Learning Goals), Yr1 (Phonics), Yr2 (SATs), Yr4 (Multiplication Check) and Yr6 (SATs). Termly Maths and English Standardised Assessments support teacher judgements, teacher assessments and inform planning against National Curriculum objectives.

The impact of our curriculum approach is that it inspires learners, breaks any perceived glass ceiling they may have and ignites a learning passion and developing ‘learning for life’.  We want our pupils to leave their time at Knaresborough St John's academically secure and emotionally ready for the next step in their academic journey.  To ensure we know our curriculum has been successful in achieving the intent, we involve a wide variety of people to monitor its impact.  These include:

  • Fortnightly subject leadership time for our Maths and English leads
  • Foundation subject leaders are released from class half a day each term
  • Quality Assurance visits from Elevate (six visits a year)
  • A new lesson observation approach to ensure learning is happening effectively and consistently
  • Termly data captures which are submitted to The Schools Data Company for analysis
  • Pupil Voice to ensure we understand our school and our curriculum from those that are most important in its success
  • Pupil Progress Meetings to hold all staff to account with ensuring no child is left behind in our learning expectations
  • Engaging our Link Governors to challenge and hold to account the curriculum and senior leaders in our school
  • Parent feedback from visits into school and from reviewing the books at parents evenings
  • Statutory assessment data which is compared to the national average

Children are confident at talking to others and can solve problems in teams and by themselves. They are resilient when faced with a challenge and can reflect on prior learning to help them achieve. Children at Knaresborough St John’s care about the environment and are proud of their school and their community. They tolerate one another and respect each other and want to make the world a better place for their future and the lives that depend on it.

Children at Knaresborough St John’s feel included in all aspects of school life and they celebrate difference and stand up to bullying and abuse. They know how to keep safe online and in the community and beyond. They feel ‘heard’ and are empowered to change the world and make a difference.

Children leave Knaresborough St John’s academically secure and emotionally ready so they can navigate the world with these skills. They feel confident and supported to achieve their aspirations and follow their dreams.

To download our overview document that provides clarity of the curriculum construction, please click on the image below.

 

Planning for Progression

In order to achieve our intention of children knowing more, remembering more and doing more, our subject leaders have thought carefully about how they create a curriculum that provides children the opportunity to progress in their learning whilst building on the their prior understanding.  Each subject leader has produced a plan that outlines how the skills they intend to be covered are structured over the different year groups.  Below, you will see the progress plan for each subject.  Click on the link to gain an understanding of how the skills and knowledge of our curriculum is planned for your child's time at Knaresborough St John's.

Curriculum Progression of Knowledge and Skills and Vocabulary Maps

 

Subject

Knowledge and Skills Map

Vocabulary Map

English - Reading

 English Reading

 Reading VIPERS KS1     Reading VIPERS KS2 

English - Writing

 English Writing 

 Progression in Grammar and Punctuation Vocabulary 

Maths

 Mathematics     

 Progression in Mathematical Vocabulary

Science

 Science (Progression of Knowledge and Understanding) 

Progression in Working Scientifically

   Progression in Scientific Vocabulary

Art and Design

Art and Design 

Progression in Art Vocabulary

Computing

 Computing

Progression in Computing Vocabulary

Design and Technology

 Design and Technology

Progression in DT Vocabulary

Geography

 Geography (Progression of Knowledge and Skills) 

  Progression in Geographical Vocabulary

History

 History (Progression of Knowledge and Skills) 

  Progression in Historical Vocabulary (Yr1 & Yr2)

 Progression in Historical Vocabulary (Yr3 & Yr4) 

Progression in Historical Vocabulary (Yr5 & Yr6)

Modern Foreign Language

 Modern Foreign Languages (KS2) 

 Progression in MFL Vocabulary

Music

Music (Knowledge and Skills)

Progression in Music Vocabulary

PSHE

 Citizenship, Personal, Social and Health Education (PSHE) 

 Progress in PSHE Vocabulary

Physical Education

Physical education (PE) and must include swimming (Progression of Skills)

Progression of Movement

  Progression in PE Vocabulary

Religious Education

 Religious Education (Year 1)

Religious Education (Year 2) 

Religious Education (Lower KS2) 

Religious Education (Upper KS2)

 Progression of RE Vocabulary

 

 Curriculum Maps at Knaresborough St John's CE Primary School

This section of the webpage shows how the intent of our curriculum is implemented through the subject coverage over a two year planning cycle.

Year 1 and Year 2

Year 3 and Year 4

Year 5 and Year 6

The Recovery Curriculum at Knaresborough St Johns CE Primary School

The national school lockdowns in March 2020 and January 2021 had an significant impact in the way pupils accessed learning.  At Knaresborough St Johns, we took great pride in how we managed the need for online learning, providing each pupil with:

  • A safe online environment for children to learn in
  • Four hours of access to live online learning each day
  • Online teacher and teaching assistant support to continue to provide bespoke academic support when needed 
  • A personalised curriculum for pupils that struggle to access age related expectations or those with SEND
  • Access to all the equipment (computing and writing) they needed to access the learning provision that was on offer
  • Structured pastoral check ins to ensure that the pupils' emotional needs were being met despite the need for physical distance 
  • A remote curriculum that matched the in-school curriculum to ensure that no pupil was academically disadvantaged by learning from home.

In preparation for the pupils' return to school, we developed a recovery curriculum for each year group to guide the teachers and teaching assistants as the ,most effective way to identify and support with lost learning.  Below are links to each of the Recovery Curriculum Documents developed in school: