The breadth of our curriculum is designed with three goals in mind:
We have developed three curriculum drivers that shape our curriculum, bring about the aims
and values of our school, and to respond to the particular needs of our community:
Cultural capital is the background knowledge of the world pupils need to infer meaning from what they read. It includes vocabulary, which, in turn, helps pupils to express themselves in a sophisticated, mature way.
underpinned by the three drivers, our academic curriculum sets out:
We arrange the learning in Milestones spanning two year groups to allow time for children to work at a greater depth of understanding.
During each milestone children will work at a range of levels. Pupils by the end of Year 1, 3 and 5 should achieve a ‘basic’ level of work as we are all apprentices when we start new things. Pupils in Year 2, 4 and 6 should achieve an ‘advancing’ level of work, they are qualified (they have met national expectations). Pupils who grasp concepts quickly will be working with greater depth, making broader connections with increased autonomy to become masterful in the subject by the end of the milestone.
A = apprentice = your child is approaching the national expectation
Q = qualified = your child has securely met the national expectation
M = masterful = your child has gone beyond the national expectation and has shown they can get to grips with deeper thinking in that area.
Nothing is learned unless it rests in pupils’ long-term memories. This does not happen, and cannot be assessed, in the short term. Assessment, therefore answers two main questions:
Our curriculum design is based on evidence from cognitive science and we are working on a long term plan to integrate three main principles:
In addition to the three principles we also understand that learning is invisible in the short-term and that sustained mastery takes time. Some of our content is subject specific, whilst other content is combined in a cross-curricular approach. Continuous provision, in the form of daily routines, replaces the teaching of some aspects of the curriculum and, in other cases, provides retrieval practise for previously learned content.
The impact of our curriculum is that by the end of each Milestone, the vast majority of pupils have sustained mastery of the content, that is, they remember it all and are fluent in it; Some pupils have a greater depth of understanding. We track carefully to ensure pupils are on track to reach the expectations of our curriculum.
Tuesday 6 September to Friday 21 October
Monday 20 Feb to Friday 31 March
Wednesday 4 January to Friday 10 February
Monday 31 October to Friday 16 December
Monday 17 April to Friday 26 May
Monday 19 December to Monday 2 January
Monday 24 October to Friday 28 October
Monday 13 February to Friday 17 February
Monday 3 April to Friday 14 April
Monday 29 May to Friday 2 June
Wednesday 26 July to Friday 1 September
Monday 5 June to Tuesday 25 July
Here are our curricular plans for each class. This year we are currently on cycle B.
Kippax North Primary School aims to enable all young people to become;
The below timetable applies to applications made to Leeds City Council. If you apply to another local authority, they may have different dates