For each pupil the timetable and programme will be personalised and individually planned based on their current learning levels and realistic aspirations for the future.

Individual learning targets will reflect this. The personalised learning offer will be based on organising the day/week into variable blocks of curriculum time.

There will be a very strong focus throughout on applied communication and life skills through simulated and real-life play experiences. 

Underpinning the subject curriculum, all pupils will have individual key targets in the functional key skill areas of Communication and Application of Number. They will also have an individual key target in each SKILL (Skills for Life and Learning) Curriculum area, including Team Working, Independent Enquiry and Self-Management in order to increase their personal, social and emotional development. These individual key targets will inform all curriculum delivery and personalised planning, contributing to the monitoring of the effectiveness of teaching and learning. These SKILL targets are also mapped into the Annual Education and Healthcare Plan (EHCP) reviews to ensure that there is a ‘golden thread’ and accountability to these targets. 

We will also strive to develop Camberwell Park pupils as active citizens within their city. Their growing capacity to contribute through their work will be matched with a growing capacity to be informed consumers of the rich offer within and across Manchester. Pupils will access an enrichment curriculum which relates closely to the thematic foundation subject curriculum, offering access to appropriate leisure, sporting and cultural opportunities within and beyond the school day within term time. 

Every child receives a daily phonics session and as a school, we follow the systematic synthetic phonics programme of Twinkl Phonics. 

The intent for our curriculum is simple– we want our pupils to know more and remember more. This allows our pupils to achieve any ambition they may have and lead a life brimming with success, happiness and fulfilment. 

Our pupils develop the biggest breadth of knowledge possible. From the life span of a stegosaurus to the history of football from making a Greek salad to cooking with basic rations, from orienteering to yoga - our pupils know it all!  The huge amount of content is chosen carefully by our skilled subject leaders to ensure that pupils learn about the most exciting, the most interesting, the most surprising and critically the most relevant content that will enrich their life and inspire a love of learning. 

However, in order to learn about such a vast array of topics it is vital that this is supported by a deep understanding of skills needed to become experts within these subject areas. You cannot become a historian without being able to use chronology, you cannot become a scientist without being able to observe and you can’t become a philosopher if you can’t question! Therefore, pupils develop a very specific set of skills in each subject area that allow them to become the geologists, composers, poets, sportspeople, mathematicians and all round great citizens of the future! 

We value deeply the community we live in and we love the fact that we have a hugely diverse range of backgrounds, cultures and values right on our doorstep! We have designed our curriculum specifically to ensure that we utilise all that our wonderful community can give us and what we can give back in return– our pupils, our community, our curriculum, to live our best lives. 

The Know and Remember curriculum allows for subject specific skills to be built upon as a spiral curriculum.

The curriculum is split into 2 halves: The Know More is the content through which the skills of the Remember More curriculum are delivered. 

Camberwell Park actively encourages staff to keep their continuing professional development up to date within the curriculum. This is done, by enabling staff to attend high quality in-service training, in all aspects of the curriculum. 

The training needs of staff in the various aspects of the subject are monitored, reviewed and addressed through the performance management process, as part of their own continued professional development, and in line with the School Improvement Plan. 

The curriculum will provide equality of access and opportunity within curricular time by offering a broad and balanced programme of study. 

In planning the programme of study, individual needs of pupils in relation to culture, gender, age and ability will be taken into account through appropriate groupings for respective activities as well as the curriculum content. 

A variety of teaching styles and strategies will be utilised by members of staff, crossing the stereotypical boundaries and differentiating the curriculum on offer to make it accessible to the wide group of pupils at school. 

This policy should be read in conjunction with the Equal Opportunities Policy, the S.E.N. Policy and all other policies. 

How will we assure that subjects are implemented in line with the curriculum intent?  

• Provision of a broad variety of CPD. 
• Clear expectations of the subject outlined within the policy. 
• Planning moderation. 
• Learning walks. 
• Marking moderation. 
• Deep dive book looks. 
• Formal lesson observations. 
• Advise and support other teachers and staff in developing subjects across school. 
• Oversee the ordering of resources. 
• Liaise with SLT to monitor and evaluate the curriculum and to work with Parents and Governors. 

Rationale for choice of theme: 

The themes chosen to deliver the curriculum were carefully selected using the National curriculum whilst ensuring a Thematic curriculum could be adopted across school. Our collaborative cross-curricular planning is closely referenced to the National Curriculum to ensure coverage, progression in knowledge, understanding and skills for all age ranges. This Thematic approach allows the pupils the opportunities to work in more depth, giving them the time they need to consolidate, transfer and apply their knowledge, skills and understanding across the curriculum. 

Why do we collect data? 

At Camberwell Park it is important that data is intended to: 

• Align with individual developmental levels through the setting of meaningful and appropriate targets. 
• Benefit the student in terms of the pride they take in their progress. Data is used in a celebratory and positive way, which enriches the students learning journey. 
• Be helpful, user friendly and time efficient for teachers. 
• Personalised and differentiated; assessment looks different within each access group and is tailored to a variety of needs. 
• Formative and dynamic and summative and reflective. 
• Facilitate appropriate and timely interventions. 
• Reportable: Parents and students understand strengths as well as focus areas. 

Pupils are ‘base lined’ during the first half term they start at Camberwell Park; Evidence for Learning is utilised throughout key stages and data is collected via termly targets appropriate to each pupil.

If a target is not achieved within a term the same target may be set again (if appropriate). All targets are displayed within their books/files. 

Analysis of assessment data is used to set termly curriculum targets and annually to create whole school targets included within the SIP. The progress of pupil premium/disadvantaged students is closely monitored through an additional tracking sheet which clearly outlines personalised intervention initiatives. 

We fundamentally believe that RE is a part of a well-balanced and broad curriculum, which offers our pupils both the knowledge and experiences for life in modern Britain.

Our RE curriculum has been developed to reflect the religious views of our local community, but also the city, nation and wider world our students live in. 

Our RE curriculum aims to:  

• Develop students’ knowledge of religion and culture 
• Provide students with the knowledge and experiences they need to understand the fundamental British Values of tolerance and mutual respect 
• Provide students with an opportunity to reflect on their own beliefs and the beliefs of others  
• Develop students’ curiosity, providing them with a space to ask moral and ethical questions and debate 
• Promote a community of belonging