At St. Peter’s we want our children to develop a passion for learning, curiosity in the world around

them, local and global awareness, and life skills. We deliver this by embedding our four values;

positivity, perseverance, passion and presence, across the whole school day. 

To achieve this we have  developed a well-sequenced, knowledge-rich curriculum based on the Primary Knowledge Curriculum (PKC). The principles of our Knowledge-rich curriculum are:

• Knowledge is valued and specified
• Knowledge is well sequenced 
• Knowledge is taught to be remembered 

As a Partner School of the PKC, the content in our curriculum has been carefully chosen by subject experts and has been sequenced in a meaningful way that enables children to make connections and progress from unit to unit, term to term and year to year. We recognise and value each subject and teach them discretely, ensuring that our children develop a deep understanding and love of each distinct discipline. Where appropriate, links are made across disciplines to enable children to make meaningful connections . At St Peter’s, we have adapted the PKC to meet the needs of our children, and where appropriate local links have been established to create a connection to their community.

We specify exactly what we teach in each subject and communicate this with children and parents.

Our curriculum can be found in these documents:

• Our whole school curriculum overview (outlines the units covered in each subject across the year)
• Subject Curriculum Maps (explains the substantive and disciplinary knowledge is further detailed for each unit)
• Subject Rationales (explains the reasoning behind how our curriculum was developed for each subject)
• Unit Rationales (outlines the substantive knowledge, concepts and disciplinary knowledge taught in each unit, and how each unit fits in with the bigger curriculum picture)
• Learning objectives and assessment goals set out in our planning documents for each subject (Assessment quizzes, essays and non-fiction writing will be mapped within the PKC unit and complemented by our English Curriculum)
• Our Knowledge Organisers (outline some key knowledge and vocabulary that we want children to remember) 
• Some subjects will include a reading booklet to accompany the key learning objectives for each part of our curriculum. (Subject Leaders design the reading booklet) 

Our curriculum is delivered following a structured approach. Teachers are provided with detailed documents for each unit, prepared by subject leaders, to support subject knowledge and planning. This ensures every teacher has secure subject knowledge and reduces workload, enabling teachers to spend more time thinking about how to create effective lessons; to build a community of budding historians, geographers, scientists and beyond.

Each lesson starts with a 'Do it Now' which will review prior learning, where children are supported to retrieve prior knowledge and make connections. We have an emphasis on directly teaching vocabulary, and each lesson starts with introducing, orally rehearsing, and engaging with key vocabulary (e.g., looking at the etymology origins of new words). Key vocabulary is explored throughout the lesson and children are given opportunities to apply new words. Our teachers deliver our curriculum using research-based pedagogy, such as Rosenshine’s ‘Principles of Instruction’, to ensure information is presented in small steps, clearly explained and modelled, and children have many opportunities to talk, answer questions, explain their learning and work independently. Throughout lessons, teachers assess/monitor pupil responses (e.g. through questioning, written and oral responses, Multiple Choice Questions, using Knowledge Organisers) and provide effective feedback. Adapt the assessment policy

As we have clearly specified what we want our children to know and remember, when reviewing impact, we use our curriculum to assess whether children can remember what we set out for them. We carry out a monitoring cycle to assess impact and use these to plan for future development e.g . Pupil interviews; lesson visits; book/planning scrutinies.