At Napier, we fundamentally believe that our curriculum should build knowledge and develop skills, using a thematic approach.
Sequences of lessons are based on the pedagogical model of ‘Engagement- Fluency-
Furthermore, we believe that our curriculum should be broad and balanced. Our children's
backgrounds, our culture and our climate for learning provide the following drivers that underpin all areas of our curriculum. We aim to:
provide a safe, stimulating learning environment for all children and teachers; the curriculum is designed to empower children to believe that their voice will be heard and their actions can make a difference.
enable children to achieve their full potential by learning in a variety of ways and through challenging learning experiences
provide a broad, balanced and relevant curriculum that will motivate, engage and challenge children whilst also equipping them with the skills required on leaving school.
develop inquisitive minds, a spirit of curiosity and a passion for learning
Children will know their self-worth. They will understand that all people are of equal value and have the same human rights
provide opportunities for the children to engage in real life world issues to gain knowledge whilst promoting critical thinking, collaboration and communication skills
physical well-being and mental well-being are both valued and prioritised by our careful consideration of curriculum design
SMSC development, along with a well-planned and structured programme of personal development underpins all our work
set high expectations for all children in order to raise their aspirations; and raise standards of both teaching and learning.
We want children to love to learn and through their engagement in learning, develop their confidence, resilience and independence. We do this through an evolving, engaging curriculum. At the heart of our thematic curriculum is an emphasis on English and drama, independent enquiry, reflective thinking and collaboration. The thematic curriculum provides accessible opportunities for personal enrichment through a very wide range of visits and visitors; special days and themed weeks.
Each term the children look at a world issue or a historical event. A vocabulary rich core text is used as a springboard for the children’s learning across all subjects. The skills and knowledge they acquire whilst running these projects have been carefully thought out to build upon each other throughout the academic year and then throughout their journey at Napier. This enables us to be certain that the knowledge learnt has been retained and can be transferred to their new learning.
In order to ensure that learning in every subject is sequenced appropriately, we have implemented a
Progression Document. This ensures that learning is staged and builds upon prior knowledge. This provides the children with the opportunity to revisit vital skills and knowledge regularly and embed this learning; therefore, becoming experts.
Each subject is planned so the knowledge is built into the long-term
memory of pupils. A knowledge sheet has been designed for each unit that pulls together the skills and knowledge for all of the subjects they will be looking at that term. It also gives suggestions on how to teach the theme to maximise the cross curricular links, as well as providing a ‘project’ which gives the children real, meaningful experiences where we can increase the children’s vocabulary, their desire to learn and know more, and ensure that the knowledge and skills are both durable and flexible.
At the end of the term, the children write an answer to their ‘Big Question’. They draw upon the knowledge they have learnt from all of the subjects in the term’s theme. As they move throughout the school and their knowledge broadens, their answers become more detailed as new learning builds on their previous learning.
As a school, we ensure that we track children's progress in all subjects. We believe this is important because every child is brilliant at something and deserves the chance to receive feedback, make progress and experience opportunities to deepen their learning in all subjects. By the time the children leave us in Year 6 they should have acquired the skills, knowledge and tools to ensure success and readiness for the next stage of their education.