The school curriculum reflects the requirements to provide a broad and balanced curriculum as per the Academies Act 2010, and the National Curriculum programmes of study which we have chosen to follow.
It also reflects requirements for inclusion and equality as set out in the Special Educational Needs and Disability Code of Practice 2014 and Equality Act 2010, and refers to curriculum-related expectations of governing boards set out in the Department for Education’s Governance Handbook.
Further information on how we achieve this can be found in our statement of equality information and objectives, and in our SEND policy and information report.
We recognise that children learn best when they feel happy, safe and secure. Within a nurturing school environment our carefully designed curriculum stimulates children’s natural curiosity and enthusiasm, making learning ‘come alive’ through a broad and rich programme of study, activities and events.
We are committed to achieving excellence in all areas of the curriculum. We link the National Curriculum subjects and RE through topics wherever possible, increasing children’s motivation and enjoyment of learning by making it relevant and meaningful for them.
Curriculum Intent Statement
At Holy Cross Catholic School each child is valued as a unique individual made in the image and likeness of God. As one community we live, grow, learn and pray together in faith, showing God’s love in all we do and say, and in developing respect for ourselves and others. The positive approach to learning seeks to embrace the message of the Gospel, the teachings of our Lord Jesus Christ and the Catholic Church, in order to enable the gifts and talents of every member of the community to flourish. In nurturing and developing these gifts and talents the children will grow into confident and courageous citizens who make a positive contribution to society for the common good.
We intend to provide children with the tools that will enable them to use and understand language effectively, with increasing fluency and independence. This will equip them to succeed in education and in adult life, and to make a positive contribution to society for the common good.
To do this we:
- Provide quality first teaching for all;
- In the Early Years and Year 1, learn through play developing effective characteristics for learning (see play statement);
- Give a high profile to reading and writing for all;
- Provide structured time to talk with each other and adults about their learning and their feelings;
- Provide opportunities for quality speaking and listening modelled and scaffolded by an adult;
- Support the development of vocabulary across the curriculum;
- Promote language acquisition through developing small steps in learning, to speak clearly and articulately using a range of interventions and strategies, i.e. to promote - Talk for Writing; Primary Talk; Let’s Talks; Talk Boost; Language for Thinking; Social Stories;
- Promote mastery in mathematics, ensuring children have a strong, secure understanding of number and mathematical concepts and can explain their thinking;
- Encourage a love of learning, ensuring children have the vocabulary they need to access various subjects, whether it be in scientific enquiry, outdoor education, history, sports, and so on.
- Provide the opportunity for children to build character muscles (Route to Resilience) across all areas of learning and to talk about these;
- Develop emotional resilience;
- Are an inclusive school, providing challenge for all learners;
- Provide a nurturing environment for all.
Adapted Curriculum (Covid Catch-Up)
During the first half of the autumn term 2020, following the lock-downs caused by the global pandemic, the curriculum was adapted to give more time to the teaching and learning of English and mathematics, as outlined in the following document. The school returned to a normal timetable in the second half of the autumn term 2020.