Curriculum Intent Statement 2021-2022
Quality of Education
The ‘Power to Achieve Change with Education’ (PACE) curriculum is the means by which Marine Park Primary School ensures a high quality and ambitious education for its pupils. To this end, it has considered:
Intent- how it sets out the knowledge and skills that pupils will gain at each stage
Implementation- the way that the curriculum is taught and assessed in order to support pupils, build their knowledge and to apply that knowledge as skills
Impact-the intended outcomes that pupils achieve as a result of the education they have received
Principles and Purpose
Marine Park is a unique school which is rich in terms of diversity. This has both driven and inspired the values we hold about education and its ‘power to change and improve people’s lives.’ It has also guided our decisions about the curriculum we have in place.
To establish its curriculum intent, Marine Park has created The PACE Curriculum Framework. This framework:
- Fully encompasses the National Curriculum, Early Years Foundation Stage Profile and the RE agreed syllabus for South Tyneside
- Details the specific knowledge and skills that the school expects children to acquire in each phase of the school
- Builds clear progression in knowledge and skills
- Details the subject specific knowledge and skills that children will be taught
- Places a high priority on the acquisition of life skills as well as on the children’s social, moral, spiritual and cultural development.
It is the school’s intention that the PACE curriculum will enable all of our children to become successful learners and confident individuals, who have an increased social awareness. This is reflected in the behaviours they exhibit, their attitudes to learning across the curriculum and the standards they achieve as a result of this.
Entitlement and Enrichment
Key curriculum drivers outline the expectations for all subjects in terms of entitlement and enrichment, whilst preserving the identity and distinct pedagogical approach of each.
The eight key drivers for our school curriculum are:
|Entitlement of the National Curriculum||Discovery of Cultural Capital||Acquisition of knowledge||Practise of skills||Understanding of subjects||Relationship between concepts||
The use of vocabulary
|Opportunities through the Blue Skies Federation|
These key drivers are personal to our school and reflect the social and educational needs of our local area.
Curriculum leaders have built their policies on the guiding principles and drivers for our curriculum. They have considered how wider educational experiences can enhance learning and build on Cultural Capital through their pupil offer i.e. educational visits, visitors/experts, extra-curricular opportunities, learning through enterprise and through community partnerships.
Breadth and Balance
The school’s curriculum framework provides a clear structure and teaching narrative, within the school’s context.
Together, school and curriculum leaders have made strategic decisions about what to cover, how it is covered and in how much depth, to achieve both breadth and balance.
The curriculum framework comprises of Long term and detailed Medium term plans which set out the expectations for each subject in terms of knowledge and skills. Subject leaders have identified the resources required to bring their curriculum to life and ensure its coherence. These include human resources, practical equipment, environments and interactive teaching aids.
Formative assessment takes place throughout every learning experience, informing subsequent planning and providing pupils with high quality feedback upon which they are expected to act. Pupils are also encouraged to critique their own work and that of others.
Personalised targets for reading, writing and maths are used by pupils to support learning.
Pupil Progress meetings ensure that any pupils attaining below national expectations, making less than satisfactory progress or deemed, through a teacher’s professional judgement, to be a cause for concern will receive prompt and targeted support. This is detailed in the pupil provision map.
The school monitoring process is part of an ‘open door policy,’ where staff and leaders regularly identify, share and reflect on best practice. This often takes the form of a Lesson Study Model.
In its more formal capacity, monitoring is conducted termly, considering information from a range of sources, including lesson observations, work analysis, discussions and assessment data. Subsequent feedback includes clearly identified strengths and areas for development which staff are expected to address.
In measuring the impact of the PACE Curriculum, the school evaluates what knowledge and skills pupils have gained against curriculum endpoints for each subject.
School designed assessment systems track the attainment and progress of individual pupils, and groups of pupils. These assessments are benchmarked against national expectations and considered alongside statutory assessments with relevant outcomes reported to parents.
Children undertake national tests in Phonics at Year 1, Multiplication Tables Check at Year 4 and end of key stage summative assessments (SATs) at Year 2 and Year 6.