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St John XXIII Catholic Primary School Inspiring Faith in our Future

Curriculum Intent

Teaching and Learning Handbook - 2021 - 2022

Curriculum Intent


By the time children leave St John XXIII, they will have mastered a range of skills that will support their future development. These are –

· To be good communicators – language will be modelled daily to encourage speaking and listening

· To be enthusiastic, lifelong learners

· To understand how to keep themselves safe and be respectful in their communities

· To develop their God given talents by being creative

· To be independent, resilient learners who enjoy challenges


Reading is prioritised across the curriculum offer to support pupils in in accessing the full curriculum. Children enjoy reading in class through Class Readers, Guided Reading, English Lessons and also independent reading where reading for pleasure is promoted


Our curriculum is ambitious, broad and well-balanced. We follow the National Curriculum. We plan the curriculum carefully, with a clear learning sequence, to ensure new knowledge and skills are built upon. Our mastery approach provides opportunities for children to apply their skills across the curriculum and ensures pupils have the cultural capital required to be successful citizens.

Big Questions and Double Page Spreads are used at the start and end of teaching sequences to ensure progression in learning and our mastery approach enables children to apply knowledge and skills they have learnt to new situations. We ensure that all children have access to a broad and balanced curriculum, identifying quality first teaching as the biggest key to success. The Pupil Premium Grant (PPG) is allocated wisely to enable us to ensure pupils entitled to PPG funding make progress in line with their peers. Our curriculum is carefully differentiated and provides excellent skills-based challenge therefore addressing the needs of our children with SEND as well as those who are more able. We ensure British Values are explicitly taught.


Curriculum Implementation


High quality CPD is used to ensure leaders have strong subject knowledge and are able to evaluate the impact of the curriculum in their subject area. Wherever possible, subject specialists lead curriculum areas. Subject Leaders have focused monitoring sessions six times a year, supported by the Deputy Headteacher.

Medium Term Plans are devised carefully to ensure there is a clear sequence of learning. We have deliberately limited the number of different aspects studied within a subject area to enable us to deepen learning and focus on skills’ development. Subject Specialists are used to teach some areas e.g. PE, Music and MFL.

We believe in ‘Quality First’ teaching for all children and have a clear set of phases to identify SEN children and a rigorous clear interventions policy which ensures we address any identified gap in learning at the earliest opportunity through robust assessment. Pupil talk is a strength of all lessons and enables teachers to help children develop vocabulary and language. Pupil talk is a strength of all lessons and enables teachers to help children develop vocabulary and language.

Careful use of questioning and same day interventions, enables teachers to check pupils’ understanding and also challenge them.

We enrich the curriculum by inviting visitors into the school and also arranging numerous external visits.

Individual Education Plans are devised, where appropriate, to ensure the curriculum is adapted to meet the specific needs of learners. The school will go to any length to meet the needs of individual pupils.

Themed weeks e.g. Well-Being Week are designed to promote skills such as resilience as we know this is a barrier to learning.

Opportunities to develop reading skills are utilised widely and a love of reading is actively promoted, via focused initiatives and rewards. This helps us to address the issue that many children do not read at home.

The school has its own data tracking system which both parents and teachers find helpful in order to identify next steps in learning. Data is collected three times a year for core subjects and twice a year for all other subject areas. Assessment is used daily in the form of Assessment for Learning. This informs the planning for future lessons and identifies where further individual or group support is needed. Target Tracker is used to track pupil progress and attainment in RE, Reading, Writing, Maths and Science. Foundation Subjects are assessed using low risk quizzes and by following the school’s ‘The Feedback Policy’.


Curriculum Impact


We measure the impact of our curriculum through the following methods: See School Teaching and Learning Handbook (2021 - 2022) for more information

In Class Feedback

Corrective Teaching/Summative Assessment

Pre Teaching/Pre Assessment

Teaching Assistants and Interventions (see Interventions Policy)



Using a formal assessment cycle

School reports: Issued to parents at the end of the academic year


National tests show that attainment in reading, writing and maths – both as individual subjects – and combined is significantly above national standards Eg 2019: KS2: Y6: RWM (combined) at the expected level: School: 89%: National Average 65%  Eg 2019: KS2: Y6: RWM (combined) at the higher level: School: 22% : National Average 11%

Monitoring findings show that learning in children’s books is of a very high standard and progress is generally rapid and seldom slow.

Pupils enjoy their learning and are enthused by the knowledge they gain. They often choose to complete further work at home, linked to their topic in class. They are motivated by things that happen at school, e.g. after learning about Human Rights, a group of Year 5 children approached the Head Teacher about The Abolition of Homework!


Pupils enjoy reading and most demonstrate a high level of fluency. Governors and parents volunteer to read with the children in school which helps to promote a love of reading. Pupils transfer their skills well e.g. using spreadsheets and charts/graphs in science lessons. Pupils with SEND achieve excellent outcomes against their individual targets where appropriate. Disadvantaged pupils make good progress which is in line with their peers in all years

Feedback from our local secondary school confirms that the children join them very well prepared for the next steps in their learning journey.

Rationale for Curriculum Design