“We create the spark that lights the fire”.
As a Church of England school at the heart of the community and in partnership with parents, Blakesley is committed to enabling all pupils to achieve their full potential. It is a place where we learn how to love God, one another and ourselves and to serve the community. We will do this through developing a love of learning based on Christian values where everyone aspires to excellence.
‘Love the Lord your God with all your heart,
and with all your soul, and with all your mind, and with all your strength;
and love your neighbour as yourself.’
In our Trust the curriculum is broadly defined as the knowledge students are expected to learn through the totality of experiences provided in our children’s primary schooling. By knowledge we mean ‘facts, information, and skills acquired through experience or education’[i].
The curriculum lies at the heart of education in Blakesley Church of England Primary School. It therefore determines what our learners will become, will know and will be able to do by the time they leave.
Bearing in mind the definition of knowledge above, we aim for our knowledge-rich curriculum to enable:
- Sustained mastery (and a greater depth of understanding for those who are capable) of subject specific key knowledge that we want the children to acquire;
- Sustained mastery of generic knowledge that pupils will need for future learning e.g. resilience, perseverance and growth mind-set;
We also aim for our curriculum to enable our children to:
- develop as confident, responsible citizens;
- be able to make sense of the world by providing rich cultural capital.
Our curriculum reflects our local needs and context. The curriculum meets the particular aims and values of our school by:
- Developing our pupils’ understanding and appreciation of the rich diversity within society.
- Developing our pupils’ courageous aspiration; including qualities of resilience, risk-taking, ambition and perseverance.
- Developing our pupils’ sense of generous citizenship; shaping characters that appreciate how they are fortunate, can demonstrate genuine kindness and can use their ability to contribute positively to their wider community.
We prioritise teachers’ knowledge and see the following as essential:
- pedagogical knowledge: teachers’ knowledge of effective teaching methods;
- content knowledge: teachers’ subject knowledge;
- pedagogical content knowledge: teachers’ knowledge of how to teach the particular subject / topic e.g. knowing the misconceptions that arise prior to teaching specific key knowledge.
We measure this by the extent to which our aims, curriculum defined end points and strong outcomes are achieved as a result of our curriculum intent and implementation. The vast majority of our pupils will have sustained mastery of key knowledge identified and some children will have a greater depth of understanding.
Leadership of the curriculum is distributed. Subject leaders are given the autonomy to lead on their specific subject curriculum within the shared vision and accountability framework of the school.