At St Mary’s, our Mission Statement is ‘Called to Make a Difference.’ We are designing our curriculum to help your children make a difference in the world.
The St Mary’s curriculum continues to be developed using an approach that focuses on values and concepts that we believe all children should understand and actively live out in their lives. These set of values and concepts are intrinsic to developing thinking, feeling and caring young people who will use these values and concepts to make a difference to their own personal lives and the lives of those around them underpinned by the teachings of Christ.
We believe every child can make changes to our world.
The table below lists these values and concepts that our curriculum aims to teach over the course of your child’s time with us at St Mary’s
So how does this work?
Consider a class is learning about the Amazon Rainforest. The topic is planned around the focus on a set of concepts and values. In this topic the teaching and learning might be focused around diversity, stewardship, protest and sustainability.
When learning about WWI and WWII the teaching and learning might be focused around compassion, service, discrimination and peace.
Our curriculum is underpinned using a P4C approach encouraging adults and children to be inquisitive and to ask meaningful questions that develop a deeper understanding of their areas of study. St Mary’s is currently working towards achieving the Silver standard for P4C.
Early Years & Key Stage 1 Curriculum Map
Key Stage 2 Curriculum Map
We use several resources to enrich our RE curriculum. 'Come and See' and 'The Way, The Truth and The Life' are diocesan approved schemes of work. We also use Caritas in Action resources to strengthen our commitment to social justice and our Gospel values underpin every aspect of our day to day lives. We also teach our children about the Church's liturgical year and this is delivered through Building the Kingdom work. Each class is named after a saint-these are our Heroes of Faith and our ultimate role models.
HRSE Curriculum Map
As a parent, you have the right to withdraw your child from Sex Education at anytime if you wish to do so.
At St. Mary’s we provide a challenging, broad and balanced curriculum which meets all pupils’ needs and enables them to achieve their potential and 'make a difference’. It has been designed to:
- Support the development of agreed essential knowledge and skills.
- Develop the ‘whole child’ by promoting their spiritual, moral, cultural, mental and physical development.
- Make the curriculum relevant and prepare them for the opportunities, responsibilities and experiences of later life.
Our school curriculum centres around exciting topics. Each topic has one or two lead subjects and also involves a number of subject areas from the National Curriculum, which link to the topic. This ensures that the curriculum has breadth and depth with clear progression. Each topic also includes for ‘enrichment experiences’ which are planned to bring the curriculum to life and extend learning further.
Parents are invited to attend a ‘Meet the Teacher’ session at the beginning of the year when proposed activities will be outlined. When enrichment experiences take place parents are invited in to view what has been achieved. Throughout the year we also organise meetings and workshops linked to different areas of the curriculum such as internet awareness and safety.
Details of these events are communicated via the newsletter, website and by personal invitations written by the children.
The Legal Rights of Parents - Parents do not have the right to withdraw children from any aspect of the mandatory curriculum. But under Section 405 of the 1996 Education Act, parents do have the right to withdraw their child from sex education within RSE(HRSE). This aligns with Article 2 of the European Convention of Human Rights. The mandatory curriculum defines sex education within relationships education as beginning at Key Stage 3. However, all schools should work with parents to ensure that they understand what is being taught to minimise requests for students to be excused from lessons. Schools should ensure any request and their outcomes are carefully documented.