St Stephen's

CE Primary School

0161 764 1132

Colville Drive, Bury, Lancashire, BL8 2DX

0161 764 1132

Colville Drive, Bury, Lancashire, BL8 2DX

ststephens@bury.gov.uk

Learning, loving and growing; together as God's children

Welcome Message

ConvertingWider Curriculum

Our wider curriculum is broad and balanced, it is bespoke to the needs and the lives of our pupils and uses the National Curriculum as a learning platform. The curriculum is coherently planned and sequenced allowing all pupils to further deepen their knowledge, skills and understanding in all aspects of learning. All staff are clear on what objectives they are covering and how objectives progress year upon year through the use of the following documents:

-A skills progression document which shows how objectives and key words are progressive phase upon phase. 
Here is an example:


-Objective grids for each phase and cycle highlighted using a colour system to indicate where and when they cover each objective and key words. 
Here is an example:

- Half termly overviews detailing which objectives will be covered in each subject that half term. 
Here is an example:

We currently teach in phases on a two year cycle and use a topic based approach to learning, building layers of meaning and working around a broad theme taken from Cornerstones. This is because we have a strong commitment to creativity, and aim to make the children’s learning vivid, real, engaging and memorable and to provide challenges that encourage their development in all areas. It is important to us that children embrace cultural capital and learning and remembering facts. Thus within our topics, the range and depth of what the children find out about is impressive and challenging. 

 Within the topic based approach, each subject area has its own discrete time on the timetable, progression document and objective grid, detailing how objectives and key words are built up and connected over the years. Each subject is planned for individually on a half termly pro forma including subject specific objectives and vocabulary taken from the objective grids.
Here is an example:

 

Staff have a range of resources to support them when planning and teaching such as Cornerstones and KAPOW but we do not follow set schemes of learning as this would not be personal to our children. We also enrich our curriculum with educational visits, special events and enrichment extra-curricular activities on a Friday afternoon for KS2.

Staff use a bespoke assessment system to assess the wider curriculum; as a school we have devised our own pro forma for assessment and staff use it at the end of each unit to assess the children.
Here is an example:

At the end of each unit, staff use their planning, marking and feedback forms, work in books, learning passports and teacher judgement to identify:
-Which objectives they have taught. 

-Who was absent for a considerable amount of the unit.

-Which children were working above for all objectives taught.-Which children were working below for all objectives taught.


At the end of the academic year, staff collate data from all units to form a final judgment and hand their assessment sheets on to the next teacher to inform their planning, teaching and assessment. The assessment sheets clearly indicate any more able pupils and also indicate where gaps in learning are that need to be scooped up by the next class teacher. Subject leaders also have a table at the bottom of the pro forma to track data trends over time and to identify any cohorts or staff that require additional support or attention. 


Our wider curriculum is accessible and ambitious for all learners including SEND pupils. Subject Leaders consistently look at the design, structure and sequence of the curriculum for learners with SEND and monitor their action plans and intent statements to ensure:


-All staff are aware and sensitive of pupil’s needs and reasonable adjustments outlined on Individual Educational Plans are met. 
-There is a range of teaching and learning techniques such as drama, differentiated learning materials, additional support, KAGAN strategies, IT equipment and other practical activities to stimulate learning and growth mindset.
-Children with SEND are not capped in- even if they have lower attainment in core subjects, they may be gifted and talented in the wider curriculum,
-Through learning passports, teaching staff give children the opportunity to express preferences. Staff then identify from this what the children have enjoyed and adjust accordingly for the interest of the children. Thus making content personal and providing SEND learners with knowledge and skills to achieve and later life. 


The ultimate impact we strive to achieve is for children to have a memorable, progressive learning journey from EYFS to Year 6 and beyond that they can remember, we have:

-learning passports. Here is an example:

-I can statements. Here is an example:

-Home learning menus. Here is an example:

For each unit where the children capture the sticky knowledge and vocabulary that is covered. The learning passports and I can statements are kept on tables in classrooms; they are used to reference prior learning year upon year and term upon term. Home learning menus are sent home and are celebrated in school at the end of a topic.