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Curriculum Plans and Intent

CURRICULUM INTENT STATEMENT 

 

Kensington Junior Academy

A Safe Place to ExploreDiscoverLearn and Grow

 

Our curriculum stands on a firm foundation of reading: through the teaching of reading skills, and nurturing a love of reading for pleasure, our aim is for all pupils to grow into creative, critical thinkers, equipped with the knowledge and attitudes for life-long learning, and the cultural capital to open doors!

 

A fundamental role of our curriculum is to guide our pupils to becoming responsible, mature and positive members of their communities, understanding and recognising their opportunities to make a difference at academy, locality and global level.

 

Our curriculum is centred on developing all pupils as independent, confident, resilient learners. We will create opportunities to celebrate difference, encourage risk-taking and allow all pupils to discover their potential, through an engaging, relevant and aspirational curriculum.

 

Pupils will explore knowledge-rich content through first-hand experiences, out-of-class opportunities and visits from experts, in a cohesive curriculum underpinned by high quality texts and drawn from a broad range of subjects: teachers will link learning to deepen and consolidate understanding.

 

Learning will be underpinned by our commitment to nurturing the whole child on their individual social and emotional journeys to becoming citizens for the 21st Century, with a strong sense of self, understanding and tolerance of others, and the confidence to map out their own ‘Journey to Excellence.’

 

Our ever developing curriculum offer is currently being personalised and and adapted to meet the needs of our pupils and the challenges they will face as 21st century citizens.  It's an exciting process and we will look to keep you informed of our progress over the coming year.

 Each term, the different subjects will be taught within a cross - curricular project. Anyone requesting further information regarding the curriculum should contact the school office directly.

Kensington Junior Academy - Curriculum working model

Our Kensington Curriculum

The Big Idea (Intent)

In order to address all of the ‘pillars’ in our KJA model, and the content of the National Curriculum, alongside the basic life skills needed before moving to Year 7, we have devised our curriculum around three ‘Big Kensington Questions’:

 

  • Where, and How, Do I Belong?
  • What Makes Me Unique?
  • How Can I Make A Difference?

 

Each Big Question is designed to cover a whole term ie. Autumn, Spring Summer.

Each year group then has an ‘age-related’ version of the Big Question – the ‘Composite’ element of learning

 

Our objective is that, if as a result of all their wider learning and experiences, pupils can leave us with a strong sense of self and ambition, belonging to a community that values them, and understanding their role in making life better for those around them, then our pupils will have the necessary skills to become 21st century citizens.

How it works: (Implementation)

  • A Long Term Plan (LTP) is created by teachers for each year group for the academic year.
  • Teaching staff then compile a Year Group Medium Term Plan for each term: this links all subject and experience learning together, and ensures that the themes of our curriculum pillars remain at the forefront of our thinking. Quality texts are chosen to link to the key content for the term.
  • The National Curriculum content for Science, History, Geography has been divided between the 3 terms in a way that ensures coverage, continuity and progression.
  • Essential (‘sticky’) knowledge from this content is identified as the key ‘components’ for learning – the understanding that pupils must have, if future learning is to make sense.
  • Teaching Staff plan content coverage for an average of 3 afternoons a week, for 12 weeks each term, using a Unit Map. This leaves time in the week for PE/ RE/ PSHE/ Council Meetings/ Spellings/ Handwriting/ Assemblies/ Golden Time etc.
  • Art, Design and Technology, Computing are built into the wider topic content for the term, so as to enhance understanding and encourage creative ways of working.
  • RE and PE remain as a separate subjects taught weekly, with wider curriculum links made if appropriate.
  • Music and MFL are currently taught in blocked days towards the end of each term, rather than in smaller weekly lessons.
  • Each term ends with an exhibition or assembly of learning, giving the pupils the opportunity to share and explain their learning to others, and take pride in their achievements.

Impact so far: (For ongoing discussion, evaluation and development)

Based on both internal school and Djanogly Learning Trust evaluations we believe that;

  • The new curriculum model and careful choice of related texts has increased the profile of reading for pleasure across school and exposed the pupils to a rich vocabulary.
  • The careful strategic planning of the curriculum has ensured that there is logical progression and sequencing of subjects.  This is leading to pupils making more concrete links between content and the the wider curriculum.
  • An Ethic of Excellence approach to all work is being showcased and shared with our local community at project exhibitions and assemblies.  Parental feedback from these events is universally positive and comments on the confidence of the pupils to articulate what and why they learning particular subjects.

 

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