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Curriculum

A bespoke curriculum, tailored to help our children flourish

John Keble School prides itself on its wide, rich curriculum. Students receive high quality teaching which meets their needs.  The curriculum is engaging, relevant, stimulating and inspiring. We encourage independent learning and self-reflection in order to prepare our students for a future we cannot see, supporting them as they learn to problem-solve, think and develop confidence in their unique abilities.

In January 2017, the school first introduced its creative curriculum, and our 2019 revised edition was presented as an exemplary model at Cambridge Education’s Conference in October 2019.

Our model involves:

•Connected and relevant cross-curricular learning which is built on the National Curriculum

•Breadth and depth of study in all subject areas and at all ages, including some specialist teachers (music, PE and Spanish)

•Deliberately planning for children to develop their vocabulary and oracy

•Providing a range of experiences that we feel our children need, and may not get elsewhere, both in and outside of school

•Promoting autonomy, collaboration, problem solving, reflection, and resilience as our key learning behaviours

Our themed cross-curricular learning means that children are immersed in topic areas. They can then acquire new knowledge and vocabulary and apply these across a range of lessons. This enables children to make links in their learning and secure their new knowledge. Our whole school topics help children build on one another’s learning and create dialogue across between the year groups. Home learning is a creative activity around the school curriculum theme which is fun and interactive. A wide variety of extra-curricular clubs add to this offer.

PHSE, circle time and worship are taught separately, providing plenty of opportunities for pupils to deepen their social, moral and cultural development. This ensures that children’s spiritual development and social, moral and cultural development are deepened. For example, Year 6 examine the reasons for the First and Second World War and then examine the reasons for Hilter’s rise to power. They debate whether he was an evil person or whether circumstances had formed his personality and beliefs.

We provide strong support for staff to deliver this curriculum. Our large non-class-based leadership team (including five AHTs) ensure continuous coaching, creative planning, and encouragement of teachers to be able to take risks and grow in their style.

A classroom culture that builds autonomy and a growth mindset

We believe developing healthy learning behaviours are a vital for skill for enabling children to grow in wisdom and knowledge. These give them tools to overcome barriers to learning in and beyond school. For example, we reward children for showing ‘resilience’ or ‘collaboration’ in the classroom through certificates and providing opportunities for children to use these skills. Our flexible integrated learning approach from Nursery to Year 1 has a focus on building autonomy.

We see our children able to articulate how to approach difficult problems, using the phase, I can’t do …yet’ and have seen how children are not afraid to make mistakes. The school uses a ‘levels of involvement’ scale to focus staff attention on increasing classroom engagement and help them to recognise deeper learning. Lesson observations (2018-2019) show raised levels of involvement over time.

The well-balanced curriculum is carefully matched to pupils’ needs, so that they can readily develop new interests and skills. For example, provision for Spanish, art, music, physical education, sports, school trips and residential activities has enabled them to become more confident and secure learners.

Ofsted March 2018

The range of extra-curricular clubs is extensive and promotes pupils’ interests well. Popular choices include football, netball, origami, multi-skills, art/painting, cooking, science, school magazine, choir, and information and communication technology. 

Ofsted March 2018

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