Our Curriculum at St Luke’s
Believe. Achieve. Thrive.
At St Luke’s, our curriculum is rooted in our Christian vision, Believe, Achieve, Thrive, and brought to life through our values of Kindness, Respect, Confidence and Excellence. It reflects our belief that every learner should receive an ambitious, inclusive and enriching education that enables them to develop academically, personally, socially and spiritually.
We have designed a curriculum that is broad, balanced, coherent and purposeful. It identifies the essential knowledge, vocabulary, concepts and skills that learners need to know and remember at each stage of their education. Learning is carefully sequenced so that new knowledge builds securely on what has been taught before, enabling learners to make meaningful connections, deepen their understanding and apply what they know with increasing independence.
Our curriculum is shaped by the National Curriculum, the Early Years Foundation Stage statutory framework, our distinctive Christian character and a secure understanding of the community we serve. It provides learners with strong foundations in communication and language, reading, writing and mathematics, while ensuring that they experience the full breadth of subjects, including science, religious education, history, geography, computing, art, design and technology, music, physical education, modern foreign languages and personal, social, health and economic education.
High Expectations for Every Learner
We are ambitious for all learners. Inclusion is built into the design and delivery of our curriculum rather than added afterwards. Teachers use their knowledge of learners’ starting points, needs and prior learning to remove barriers, make appropriate adaptations and provide timely support without unnecessarily narrowing the curriculum.
We maintain high expectations for learners with special educational needs and disabilities, disadvantaged learners, those who speak English as an additional language, learners known to children’s social care and any learner who may face barriers to learning or wellbeing. Our aim is for every learner to participate meaningfully, develop secure knowledge and skills, and be prepared successfully for their next stage of education.
Reading is central to our curriculum. Through high-quality phonics teaching, carefully selected texts, explicit vocabulary instruction and regular opportunities to read across subjects, we develop fluent, confident and thoughtful readers. We want learners to encounter literature and knowledge that broaden their horizons, reflect the diversity of our community and introduce them to experiences beyond it.
Knowledge, Experience and Opportunity
Our curriculum extends beyond the acquisition of subject knowledge. Learners are given purposeful opportunities to discuss, question, investigate, reason, create, perform, collaborate and solve problems. Educational visits, visitors, workshops, cultural experiences, outdoor learning, leadership opportunities, collective worship, clubs and community partnerships enrich what is taught in the classroom.
We deliberately select content that helps learners understand their local community, Britain and the wider world. Learners encounter different cultures, faiths, identities, histories and perspectives. They are taught to think critically, treat others with dignity and respect, challenge prejudice and contribute positively to their school and community.
Through personal development, relationships and health education, spiritual development and the wider life of the school, learners develop the confidence, character and resilience needed to make responsible choices. They learn how to keep themselves and others safe, build healthy relationships, participate in democratic life and understand their rights and responsibilities.
Teaching, Assessment and Improvement
Teachers use clear explanations, modelling, questioning, purposeful practice and carefully selected resources to help learners understand and remember the intended curriculum. Assessment is used to check understanding, identify misconceptions and gaps, and inform appropriate changes to teaching. Learners are given opportunities to revisit important knowledge so that their understanding becomes increasingly secure.
Subject leaders and senior leaders regularly evaluate the quality and impact of the curriculum. They review planning, teaching, learners’ work, assessment information and learners’ experiences to identify strengths and determine where further improvement is needed. Staff receive relevant professional development so that they continue to strengthen their subject knowledge and teaching expertise.
Our curriculum is not static. It is reviewed and refined in response to evidence, the needs of our learners and developments in educational research and statutory guidance. We are committed to ensuring that every learner receives the knowledge, experiences, support and opportunities they need to believe in themselves, achieve their potential and thrive within and beyond St Luke’s.
Our Curriculum Implementation
At St Luke’s, our curriculum intentions are translated into purposeful, well-sequenced and inclusive learning experiences for every learner.
The Early Years Foundation Stage statutory framework provides the foundation for learning in Nursery and Reception. From Year 1 to Year 6, the National Curriculum sets out the statutory programmes of study for Key Stages 1 and 2. Religious education, relationships and health education, personal development, collective worship and the wider life of our Church school further enrich learners’ educational experiences.
Together, these elements enable us to provide a curriculum that is broad, balanced and ambitious. Our curriculum supports learners’ academic, spiritual, moral, social, cultural, intellectual, creative and physical development. It prepares them successfully for the next stage of their education and helps them understand their place within the school, the local community, modern Britain and the wider world.
A Coherent and Carefully Sequenced Curriculum
Our curriculum is organised so that learners build knowledge, vocabulary, concepts and skills progressively over time. Subject leaders identify the important knowledge that learners need to acquire and the order in which it should be taught.
Teachers make connections with previous learning, introduce new content in manageable steps and provide regular opportunities for learners to revisit, practise and apply important knowledge. This helps learners to develop increasingly secure and detailed subject understanding rather than completing a series of disconnected activities.
Curriculum planning identifies clear expectations for each phase and year group. It supports continuity from the Early Years Foundation Stage into Key Stage 1, through Lower Key Stage 2 and into Upper Key Stage 2. Teachers understand what learners have been taught previously, what they need to learn now and how current learning prepares them for what comes next.
Consistently Effective Teaching
Teachers bring the curriculum to life through clear explanations, effective modelling, purposeful questioning, discussion, guided and independent practice, and carefully selected resources.
Lessons are designed to help learners understand new ideas, connect them to existing knowledge and develop increasing fluency and independence. Teachers check learners’ understanding throughout lessons, respond to misconceptions and adjust their teaching where necessary.
Learners are encouraged to think deeply, ask questions, explain their reasoning, make connections and apply their knowledge in different contexts. They are given opportunities to work independently and collaboratively and to communicate their understanding with confidence.
High expectations for learning, behaviour, effort and presentation are consistently promoted. Our values of Kindness, Respect, Confidence and Excellence shape the way learners participate in lessons, respond to challenge and support one another.
Reading, Language and Vocabulary
Reading is prioritised across the school because it provides learners with access to the full curriculum.
In the Early Years Foundation Stage and Key Stage 1, systematic synthetic phonics is taught consistently and with appropriate urgency. Learners who need additional support receive timely, targeted teaching so that they can develop the knowledge and fluency needed to become successful readers.
Across all subjects, teachers explicitly teach the vocabulary that learners need to understand, discuss and communicate important ideas. High-quality texts, purposeful talk and regular opportunities to read, write and explain help learners develop their language, knowledge and confidence.
Inclusion and Adaptive Teaching
Our curriculum is ambitious for every learner, including those with special educational needs and disabilities, disadvantaged learners, learners who speak English as an additional language and those who may experience other barriers to participation or achievement.
Teachers use assessment information, professional knowledge and guidance from leaders and external professionals to understand learners’ needs. They adapt teaching, resources, explanations, levels of scaffolding and opportunities for practice while maintaining appropriate ambition.
Additional support and intervention are used carefully and purposefully. Wherever possible, they help learners access and keep pace with the curriculum rather than replacing or unnecessarily narrowing their entitlement.
Assessment and Responsive Teaching
Assessment is an integral part of curriculum implementation. Teachers use questioning, observation, discussion, learners’ work and more formal assessment to establish what learners know, understand and can do.
Assessment is used to:
check that learners have understood the intended curriculum;
identify and address misconceptions promptly;
recognise gaps in knowledge or fluency;
inform appropriate adaptations to teaching;
determine when learners are ready to move on;
provide timely feedback and opportunities for improvement; and
evaluate the impact of teaching and curriculum planning.
Assessment approaches are proportionate and purposeful. They are designed to support learning and inform teaching without creating unnecessary workload.
Enrichment and Personal Development
Curriculum implementation extends beyond daily classroom lessons.
Educational visits, visitors, workshops, performances, competitions, outdoor learning, clubs, leadership responsibilities, collective worship and community partnerships provide learners with experiences that enrich and deepen their understanding.
These opportunities help learners discover interests and talents, develop confidence, build positive relationships and contribute to school life. Learners are taught to celebrate their own achievements and those of others, living out our vision to Believe, Achieve and Thrive.
The curriculum also supports learners to understand fundamental British values, respect different faiths and cultures, challenge discrimination, make responsible choices and keep themselves and others safe.
Leadership, Evaluation and Continuous Improvement
Senior and subject leaders provide direction and support for curriculum implementation. They ensure that curriculum expectations are understood and that teachers have access to appropriate planning, resources, subject guidance and professional development.
Leaders evaluate implementation through a range of evidence, including:
visits to lessons;
discussions with learners and staff;
reviews of learners’ work;
curriculum and planning reviews;
assessment information;
subject leadership activity; and
consideration of the experiences and outcomes of different groups of learners.
This evidence is used to identify what is working well, where greater consistency is required and what further action or professional development is needed.
Our curriculum is therefore not static. It is reviewed and refined in response to the needs of our learners, evidence about the quality of education and relevant statutory guidance and educational research.
Through consistent implementation, we aim to ensure that every learner develops secure knowledge, strong foundations, positive learning habits and the confidence to succeed at St Luke’s and beyond.
Curriculum Impact
At St Luke’s, curriculum impact is reflected in what learners know, remember, understand and can do as a result of the education they receive.
We evaluate impact through a broad range of evidence. This includes learners’ work, discussions with learners, classroom practice, assessment information, reading development, participation in the wider life of the school and learners’ readiness for their next stage of education. Published outcomes and statutory assessments form part of this evaluation, but they are not considered in isolation.
Our aim is for every learner to develop secure knowledge, strong foundational skills, positive learning behaviours and the confidence to participate fully in school life.
Knowing and Remembering More
The curriculum is designed so that learners build knowledge, vocabulary, concepts and skills progressively over time.
Teachers and leaders evaluate whether learners:
- remember important knowledge from previous learning;
- make connections between new and existing knowledge;
- use what they have learned in different contexts;
- explain important ideas with increasing clarity;
- recognise links within and across subjects; and
- are prepared for the next stage of the curriculum.
Learners’ work, responses in lessons and discussions with staff and subject leaders help us determine whether the intended curriculum has been learned securely rather than simply covered.
Progress from Starting Points
We expect learners to make appropriate progress from their individual starting points.
Assessment is used to identify what learners already know, where gaps or misconceptions remain and what further teaching or support is required. Teachers adapt teaching in response to this information while maintaining high expectations.
Leaders consider the progress and experiences of all groups, including:
- learners with special educational needs and disabilities;
- disadvantaged learners;
- learners who speak English as an additional language;
- learners known to children’s social care;
- learners with medical or attendance-related barriers; and
- learners who require additional challenge.
Where progress is not as strong as expected, leaders and teachers identify the possible causes, adjust provision and review the impact of subsequent action.
Strong Foundations in Reading
Reading is central to learners’ success across the curriculum.
We evaluate whether learners:
- develop secure phonics knowledge;
- read accurately and with increasing fluency;
- understand what they read;
- develop a broad and increasingly sophisticated vocabulary;
- read confidently across different subjects;
- discuss texts and ideas thoughtfully;
- read regularly and independently; and
- develop positive attitudes towards reading.
Learners who are at risk of falling behind are identified promptly and receive appropriate additional teaching. The impact of this support is reviewed regularly to ensure that it helps learners become increasingly accurate, fluent and independent readers.
Confident Communication and Subject Vocabulary
A strong curriculum enables learners to communicate their understanding clearly.
Across subjects, learners are expected to use increasingly precise vocabulary when speaking and writing. Teachers provide opportunities for learners to explain, discuss, question, reason, present and justify their thinking.
Curriculum impact can be seen when learners:
- use subject-specific vocabulary accurately;
- speak confidently about their learning;
- explain ideas in increasing depth;
- listen and respond respectfully to others;
- ask relevant and thoughtful questions; and
- communicate effectively for different purposes and audiences.
Applying Knowledge Independently
Learners should become increasingly able to use their knowledge without over-reliance on adult support or scaffolding.
We look for learners who can:
- select appropriate knowledge and strategies;
- solve problems and respond to unfamiliar tasks;
- make reasoned decisions;
- explain and justify their choices;
- edit and improve their work;
- transfer knowledge between different contexts; and
- approach challenge with confidence and resilience.
The level of independence expected develops appropriately from the Early Years Foundation Stage through to Year 6.
Work of Increasing Quality
Learners’ work should demonstrate the cumulative impact of the curriculum.
Over time, work should show:
- increasingly secure subject knowledge;
- greater accuracy and fluency;
- improved use of vocabulary;
- increasing depth of thought;
- stronger presentation and organisation;
- appropriate challenge;
- response to feedback;
- growing creativity and originality; and
- increasing independence.
Leaders review work across subjects and year groups to evaluate progression, consistency and the impact of teaching.
The quality of work is considered alongside what learners can explain and demonstrate. Presentation alone is not treated as evidence of secure learning.
Achievement
Learners should achieve well in relation to their starting points and the curriculum they have been taught.
Achievement is considered through:
- day-to-day formative assessment;
- teachers’ professional judgements;
- school assessment information;
- statutory assessments;
- moderation;
- learners’ work;
- reading fluency and comprehension;
- pupil discussions;
- participation and performance in the wider curriculum; and
- successful transition to the next stage.
Leaders use this evidence to identify strengths, variation between subjects or groups and areas requiring further improvement.
Attitudes, Behaviour and Learning Habits
Curriculum impact is also seen in learners’ attitudes towards learning.
We want learners to:
- attend school regularly and punctually;
- approach learning positively;
- concentrate and persevere;
- respond constructively to feedback;
- take pride in their work;
- behave respectfully;
- collaborate effectively;
- show curiosity and initiative; and
- develop confidence when facing challenge.
Positive attitudes and learning behaviours support achievement and help learners become increasingly independent and responsible.
Participation, Belonging and Opportunity
Every learner should feel that they belong at St Luke’s and can participate meaningfully in the full life of the school.
We consider whether learners:
- access the breadth of the curriculum;
- contribute to lessons and discussions;
- participate in educational visits, clubs and enrichment;
- take on responsibilities and leadership opportunities;
- develop their talents and interests;
- form positive relationships;
- feel safe, valued and respected; and
- understand that their views and contributions matter.
Leaders consider participation carefully, particularly for learners who may experience barriers because of disadvantage, additional need, attendance, confidence or personal circumstances.
Personal, Spiritual and Character Development
The impact of the curriculum extends beyond academic outcomes.
Through lessons, collective worship, enrichment, leadership, relationships and the wider life of the school, learners develop:
- confidence and resilience;
- empathy and compassion;
- respect for difference;
- an understanding of right and wrong;
- healthy and safe behaviours;
- spiritual awareness;
- responsibility towards others;
- an understanding of their community and the wider world; and
- the confidence to contribute positively.
Learners are taught to understand and demonstrate the school’s values of Kindness, Respect, Confidence and Excellence.
These values should be visible in how learners treat others, approach their work, respond to challenge and contribute to school life.
Readiness for the Next Stage
Our curriculum prepares learners for successful transition.
By the end of each phase, learners should have the essential knowledge, skills, vocabulary and learning habits needed to access the next stage of the curriculum.
By the end of Year 6, learners should be:
- increasingly fluent and confident readers;
- able to communicate clearly in speech and writing;
- secure in important mathematical knowledge and skills;
- able to draw on knowledge from across the curriculum;
- increasingly independent and organised;
- confident in asking questions and seeking support;
- able to build positive relationships;
- aware of how to keep themselves and others safe;
- respectful of people from different backgrounds and beliefs; and
- prepared academically, socially and emotionally for secondary education.
Evaluating and Improving Impact
Curriculum impact is evaluated systematically by teachers, subject leaders, senior leaders and governors.
Evidence may include:
- lesson visits;
- discussions with learners;
- reviews of learners’ work;
- reading and phonics assessments;
- curriculum assessments;
- statutory outcomes;
- moderation;
- attendance and participation information;
- pupil and parent feedback;
- subject-leadership reviews;
- transition information; and
- the experiences of different groups of learners.
No single source of evidence is used in isolation.
Leaders consider whether the intended curriculum is being taught effectively, whether learners are learning it securely and whether all groups are benefiting from it. Findings are used to refine curriculum planning, teaching, professional development, intervention and resource allocation.
Through this process, we aim to ensure that every learner leaves St Luke’s having developed the knowledge, skills, character and confidence needed to Believe, Achieve and Thrive.
The Core Curriculum subjects are:
- English
- Mathematics
- Religious Education
- Science
- Computing
The foundation subjects are:
- History
- Geography
- Modern Foreign Languages
- Music
- Art, Design and Technology
- Physical Education
- Citizenship and Personal Social and Health Education.
Each subject has a programme of study which specifies the knowledge, skills and concepts that the children will be expected to acquire as they progress through both primary and secondary school. There will be times when these subjects are best taught discretely and systematically, and other times when they will be taught in a cross-curricular way enabling the children to develop their knowledge, skills and understanding in a broader sense.
In order to ensure that our curriculum offer is of high quality and has strong impacts on all learners, we work to ensure that the elements below shape the leadership of each curriculum area.
Subject Leadership
Assessment Opportunities
We work hard at the school to develop relevant assessment opportunities for our pupils. This enables us to check that learning is pitched appropriately and informs future planning. We want assessment to be meaningful at St. Luke’s and look to ensure that the children play a key role in this process.