We view personal and academic development as mutually strengthening strands and as such, value both equally. We provide children with a personal development curriculum that gives them the skills and knowledge they need to safeguard their wellbeing by teaching them to make informed choices now and in the future:
1. Educating children around personal matters that are central to life in an urban setting.
2. Developing children’s self-awareness.
3. Teaching children the skills to reflect on how they learn.
4. Embedding British values.
5. Teaching a vertically integrated PSHE curriculum.
Broadening Horizons and Influencing Aspirations
We offer children a wide range of experiences which broaden their horizons and influence their aspirations. For many of our children, aspirations and experiences are limited at times. Through a school-wide approach, we address this challenge in a variety of ways:
1. Offering a wide range of curriculum opportunities to enrich life experiences, so children experience as much as possible in their primary career.
2. Providing career-related learning to raise aspiration and open children’s minds to pathways they may never otherwise have considered
3. Increasing children’s understanding of the links between education, qualifications and careers.
4. Breaking down gender stereotypes, by presenting men and women in roles that may be beyond their current experiences.
5. Working alongside parents and the community, in order to increase awareness of our personal and academic goals.
We recognise language and communication as essential skills for life and ensure that our children are provided with language-rich opportunities across all ages and all areas of the curriculum by:
1. Ensuring a whole-school commitment to Oracy Education, so children develop the skills they need to communicate effectively to different audiences and for different purposes.
2. Focussing on basic skill development for all children, to enable quality talk to take place, feeding into quality reading and writing.
3. Teaching specific vocabulary across the school, which provides children with the context and opportunities they need to broaden their understanding and use of a wide range of vocabulary.
4. Supporting learners of English as an additional language through targeted support, so they are able to access talk-rich environments and immerse themselves in our curriculum.
5. Putting in support through a range of speech and language interventions, as well as forming close links with the speech and language therapist.
Exploring and Engaging
We know that learning about the world around them first-hand is an important part of a child’s education. Consequently, we make sure that opportunities to find out about their local environment and the wider world are built into our curriculum:
1. Active learning opportunities, to allow children to be fully involved in learning experiences.
2. Trips and visits, to give children the chance to take part in experiences that the school environment cannot provide.
3. A strong Manchester focus, to develop children’s knowledge and understanding of their local environment, its history, geography and culture.
4. The role of children over time, to support children’s ability to connect with what life would have been like for them throughout history.
5. A stimulating school environment, to ensure children can access resources independently and make use of outdoor learning opportunities.