KS2

“Education is the most powerful tool which you can use to change the world.” – Nelson Mandela

Intent

At our school, we believe in nurturing a love of learning that extends beyond the classroom walls. Our intent is to provide a curriculum for Key Stage 2 that not only engages students but also equips them with substantive and disciplinary knowledge relevant to their world. We aim to create a progressive learning environment that cultivates curiosity, encourages questioning and develops critical thinking.

We understand that the community around us holds invaluable resources for learning, and we aim to leverage those by incorporating trips, visits, and community invites into our curriculum. These real-world experiences not only enrich our students' learning but also raise their cultural capital, enabling them to connect academically with their surroundings.

Implementation

In practice, our curriculum unfolds through engaging and interactive lessons, which enable children to step into the roles of historians, scientists, geographers, and artists. These hands-on experiences are central to our philosophy, as we believe that practical activities encourage deeper understanding and retention of knowledge.

With a focus on history, geography, and science as our driver subjects, our curriculum is deliberately structured around question-based learning journeys. Each journey begins with a 'WOW moment', designed to spark enthusiasm and ignite the imagination of our learners. Whether it's a fascinating object, an intriguing question, or a captivating story, this initial engagement sets the stage for deeper inquiry throughout the term.

Our curriculum is structured around four core values: courage, confidence, respect, and belonging. These values permeate every learning journey, celebrated through discussions, activities, and reflections. By embedding these principles into our teaching, we help shape our pupils’ character and understanding of themselves and others. 

All learning journeys are supported with knowledge organisers that contain key vocabulary and concepts, making it easy for pupils to refer back to significant ideas during lessons. The front cover of each journey book highlights what we refer to as 'sticky knowledge' – essential facts and ideas students are expected to retain throughout and beyond the term. By starting each term with a prior knowledge check, we facilitate a tailored learning experience that builds on existing knowledge while promoting retention through regular 'check-in' questions.

At the end of each term, students are given the opportunity to demonstrate their learning through the creation of a double-page spread in their learning journey books, showcasing not just what they have learned, but how they feel about their learning journey. This double-page spread serves as a comprehensive summary, enabling students to reflect on their progress and articulate their understanding clearly. 

We also prioritise communication with families; sharing our learning journey through various platforms and regularly inviting parents and carers to participate in school events. Our students feel a sense of belonging within their community, and this feeling is reciprocated as we showcase their hard work to the broader community. We recognise that learning is a partnership, and we value the links we have built with families.

Interventions for students who require additional support in mathematics and reading are a staple of our implementation strategy. We maintain nurturing pathways that support children's social and communication needs, ensuring that every learner progresses at their own pace. Activities like Forest School allow pupils to develop essential life skills, foster resilience, and embrace the natural world around them. This outdoor experience allows students to learn through play, explore new concepts in a practical setting, and provide them with tools for their future.

Impact

The impact of our curriculum is evident not only in the academic achievements of our students but also in their holistic development as empathetic, self-aware individuals. Assessment within our school is methodical and multi-faceted; we conduct formal assessments in mathematics and English three times a year, while teacher judgement informs assessments for all other subjects using our school’s assessment tracker (HAT).

The culmination of each learning journey results in increased student engagement, higher retention rates of sticky knowledge, and a significant development of disciplinary skills. Students articulate their learnings effectively through pupil voice, their double-page spreads and class floor books for subjects such as French, Computing, and Religious Education, which accompany them throughout their years at our school.

Through question-based learning journeys, children are encouraged to explore both their academic subjects and their individual interests. This bespoke approach aids in the development of a lifelong love of learning, creating inquisitive individuals who are motivated to discover, ask questions, and seek knowledge.

As we celebrate diversity within our classrooms, we ensure that learning is inclusive and accounts for the varied backgrounds of our students. This respect for diversity and emphasis on community underpins our approach to education, ensuring it reflects the world our students inhabit. By highlighting future career pathways linked to student interests, we inspire our young minds to envisage a brighter future and understand the opportunities available to them.

Ultimately, our intent to foster a love of learning, our implementation of engaging, practical strategies and assessments, and the impact observed in our students’ growth, all contribute to a vibrant, thriving educational environment. As we guide our pupils through their Key Stage 2 journey, we are proud to develop not just academic skills but lifelong learners who thrive in their pursuit of knowledge.