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Curriculum Intent

Jubilee Curriculum Intent

Jubilee School – Our Curriculum Intent – a Holistic Approach

 

At Jubilee, we place the child at the centre of all we do; indeed, we are very much about developing the whole child: personally, emotionally, socially and academically. We provide a happy, positive environment where individuality is of paramount importance. To this end, we are all committed to ensuring our children achieve our school vision:

 

We will be the very best version of ourselves!

 

In order to ensure that commitment is fully realised, we have clear and effective strategies and systems in place including: our Behaviour Code, the Five Jubilee Keys for Life and the Trinitas Learning Values. We follow the National Curriculum 2014 but have tailored and enhanced our curriculum considerably to meet the needs of Jubilee children. Our bespoke 8 year curriculum plan is fully inclusive, well-sequenced and progressive in order to enhance and develop our children’s knowledge and skill. Furthermore, we build our children’s cultural capital by equipping them with the essential knowledge to be educated citizens. We do this by exposing them to the best that has been thought and said whilst developing their appreciation of human creativity and achievement in literature, the arts, science, technology and sport. We are flexible in our approach to our curriculum so that we may respond appropriately to the needs of all our children as they differ.

 

Our curriculum provides a cross-curricular, topic-based approach to learning that is designed to inspire, engage and sustain motivation amongst all our children. It is fully inclusive to ensure all children are challenged and supported to be the very best version of themselves. We do not believe in glass ceilings! We also believe in the power of YET… “I am unable to do this…YET!”

 

Our text-based learning ensures exposure and appreciation of high quality texts whilst exploiting a wide range of teaching and learning approaches to ensure all learning styles are met.

 

We have enhanced our curriculum by ensuring our planned progression of skills development sits alongside an equally well-planned progression of knowledge acquisition which in turn sits alongside our planned progression of oracy skills development.

 

Knowledge does not sit as isolated ‘information’ in pupils’ minds – our children need to acquire a deep body of knowledge so that their learning stays in their long-term memory.

 

Skill is the capacity to perform. Our children need to develop their skill set within a progressive and coherent structure.

 

Oracy  can be defined as the range of speaking and listening skills, behaviours and language necessary for effective communication and collaboration. Oracy skills encompass physical, social and emotional, linguistic and cognitive aspects of learning.

Trinitas Learning Values at Jubilee School

 

We use our Learning Values to ensure children are focussed upon the relevant skill/s in each lesson. Building further upon this, we strive to ensure children understand and apply the skills alongside their growing acquisition of knowledge, both within their learning in school and beyond.

Our Curriculum and The Five Jubilee Keys for Life

 

Our curriculum, is the root of our Vision – we view it as a highly effective, progressive vehicle through which we can support our children to achieve the Jubilee Vision. We are united in our belief that equipping our children with The Five Jubilee Keys for Life will strengthen our children’s ability to be the very best version of themselves. Our ultimate goal is for our children to be:

Aspirational
Tolerant
Resilient
Eco-friendly
Happy, healthy, safe...
      in everything they do

These Keys are designed to foster a growth mind-set within our children to enable them to live a fulfilled and productive life. By focussing upon a different Key each half term, we help the children to understand the true meaning of each Key. We then build upon their understanding so that they may develop and apply the Keys to all aspects of their lives.

 

We constantly ask ourselves:

 

“What more can we do to enhance our children’s life chances and life skills?”

 

“Are we equipping our children with the knowledge and cultural capital they need to succeed in life?”

 

“Do we understand and take into account local context to ensure we support our children’s development as much as we possibly can?

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