Our Crown Curriculum
Queen’s Park C of E / URC Primary School Crown Curriculum
Vision and Purpose
What is our ‘Crown’ curriculum?
Our Crown Curriculum has been designed by Queen’s Park to provide a bespoke, unique and exciting curriculum that is tailor-made to suit our children, their learning and their futures.
We place an important emphasis on English and Mathematics; however, we also maintain a broad and balanced approach to our curriculum. Our curriculum provides our children with a knowledge rich and vocabulary rich experience that excites and engages.
We aim to provide a quality education that is inclusive and equips our children to be lifelong learners and have better life chances. We use a wide variety of resources to assist us in delivering this bespoke curriculum (including specialist teachers, visits, curriculum enhancement weeks and ‘Inspire days’.)
We believe that whilst being at Queen’s Park, our children will receive a wide range of experiences to enhance their learning and to become well-rounded individuals. Their happiness and their futures are at the heart of Queen’s Park’s ‘Crown Curriculum’.
Our Key Principles
Learning Behaviours promoted through our ‘Crown Curriculum’.
Through the ‘challenge’ curriculum driver, we promote the following learning behaviours: We encourage our children at Queen’s Park to be risk-takers, to reason and solve problems, to comprehend and apply, to analyse and evaluate. We want all our pupils to relish challenges, embrace their mistakes as part of the learning process, value the importance of effort, have the perseverance to complete challenging tasks, respond carefully to feedback and take inspiration from others. This will help them to achieve, not only with us, but also in their future lives as adults.
Through the ‘resilience’ curriculum driver, we promote optimism and determination as a learning behaviour. At Queen’s Park, we know that the pupils who develop the skills of resilience and perseverance will make good progress and be successful. Consequently, instilling all our pupils with 'growth mindsets' has become a key priority for the school. This is a term coined by psychologist Carol Dweck and her research has identified the characteristics of learners with a fixed and a growth mindset.
Through ‘opportunities’, we raise aspirations to broaden our children’s horizons – opening their eyes to the myriad careers they might pursue. We provide tangible role models to raise our pupils’ aspirations to inspire them to work even harder to be the best that they can be. We want our pupils to have a clear understanding of the link between achieving well and having goals for the future.
At Queen’s Park, we understand that happiness is linked to personal growth, health and development. We ensure our children are happy, healthy individuals. With ‘wellbeing’ as a curriculum driver, we give children the confidence to thrive in a diverse, global society and be respectful citizens with British and Christian Values at the core.
Through the ‘kNowledge’ curriculum driver, we encourage our children to be resourceful learners. Our knowledge-rich curriculum is distinctive, with children competently understanding ‘Five Fantastic Facts’ to promote their learning. It is uniquely challenging and coherent to our children. The knowledge imparted is crafted by our subject leaders to ensure that all pupils achieve broad, deep subject expertise. All our teachers teach with the aim to ensure pupils have sufficient knowledge to progress through primary school and beyond.
Purpose of our ‘Crown Curriculum’
The purpose of Crown Curriculum, which is underpinned by our Christian values, is to enable our children to become lifelong learners and give them the skills they need to become well-rounded members of society and improve their life chances.
‘It’s not that I am so smart, I is just that I stay with problems longer’
In line with the mastery approach to learning, we will focus on depth before breadth in every subject area so that pupils can attain proficiency and study the curriculum with confidence. We want our children to develop as independent learners who can apply the skills and knowledge they have learnt with a high level of confidence. Including challenge for all, enables the children to apply what they have learnt in a range of contexts and other areas of the curriculum. We want our children to be creative thinkers who organise their ideas and makes connections with confidence. True mastery and challenge is demonstrated when children are able to explain their learning to their peers.
‘Exceptional people turn failures into future successes’
We know that in order to fulfil the potential of our children and encourage them to become confident and resilient learners we, as a team of parents and staff, need to be modelling the mindset of a learner who is not afraid of making mistakes but who thrives upon them, knowing that this is all part of the learning process. The way in which we encourage children to learn and explore is vital to their success, not only at school but at home as well. We aim to have classrooms that are alive with talk of perseverance, challenge, risks and celebrating mistakes.
Our Crown Curriculum is both a knowledge, vocabulary and skills-based curriculum. The skills-based learning part of our curriculum centres around developing and applying subject specific skills that can then be used to obtain the necessary knowledge and vocabulary for each subject. There is a carefully planned progression of skills across each subject area, which are taught in discrete subjects or as part of our ‘Topic Weeks’ and curriculum enhancement days. We ensure our curriculum caters to our children’s academic needs but fundamentally gives them the skills to develop as people and to enhance their future life chances.
We have a responsibility to give our children aspirations. We ensure our children are have ambitions and ‘aim high’. We provide children with a range of opportunities to prepare them for successful futures. For example: ‘Debt Awareness’, ‘Money Matters’ schemes which foster financial awareness and understanding. As well as careers fairs, chamber of commerce projects and driving a ‘real life maths’ focus in all lessons. We pride ourselves in our growing number of children graduating from ‘Children’s University’.
We ensure that whilst being at Queen’s Park children are given a wide range of opportunities from breakfast, lunchtime and after school clubs, educational visits and experiences.
At Queen’s Park, we embed health, wellbeing and happiness is at the heart of everything we do. We nurture, love and care for every child and are proud of our ‘Queen’s Park Family’.
“Care and support, underpinned by Christian love, are given to all pupils and to their families at a level over and above what might be expected… Staff consistently go the extra mile for pupils and families, illustrating their commitment to nurturing each pupil” SIAMS, 2018
We ensure the children have an understanding of the following, through day-to-day practice and through PSHE, RE and SMSC:
- Mental and emotional wellbeing
- Social wellbeing
- Physical wellbeing
- Planning for choices and changes
- Features of relationships
- Physical activity and sport.
To encourage mindfulness and emotional wellbeing, our children participate in peer massage each day. We facilitate meditation and yoga as well as our ‘Year 6 mentoring System’ where each member of staff supports our Year 6s in their final school year. We work closely with our churches to develop our children’s spiritual and moral understanding.
Our knowledge-based curriculum is not simply a set of encounters from which children form ad hoc memories; it is designed to be remembered in detail – to be stored in our students’ long-term memories so that they can later build on it, forming ever wider and deeper schemas. This requires approaches to curriculum planning and delivery that build in spaced retrieval practice, formative low-stakes testing and plenty of repeated practice for automaticity and fluency.