Curriculum Intent and Implementation

“The school has thought deeply about what pupils should learn, both personally and academically, at any given time.”

Ofsted, March 2024

Curriculum Intent at St. Michael’s

At St. Michael’s Church of England Primary Academy, children are at the centre of everything we do. Our curriculum is carefully designed to reflect the unique identity of our school and the needs of our pupils. It is bespoke, ambitious, and rooted in our Christian ethos.

Our Vision

We aim for every child to fulfil their God-given talents and to aspire towards a university education and a life of purpose, opportunity, and service.

Our Values

Our curriculum is shaped by St. Michael’s core values:

  • Community
  • Aspiration
  • Learning
  • Love

These values are woven into every aspect of school life and underpin the way we teach, learn, and grow together.

Our Curriculum Drivers

Our curriculum is guided by three key drivers that reflect our identity and aspirations:

  1. Faith – Our Faith, Values and Experiences
  2. Excellence – St. Michael’s Vision, Aspiration and ambition to achieve excellence
  3. Cultural Heritage – The Culture and Heritage of Our Pupils

These drivers are not add-ons—they are embedded throughout our curriculum and central to our pupils’ spiritual, moral, social, and cultural development.

A Curriculum Designed for Our Pupils

We have developed a knowledge-rich curriculum that meets the requirements of the National Curriculum while also reflecting the interests, backgrounds, and cultural heritage of our school community. Our expectations are high, and we are explicit about the key knowledge we want our pupils to learn and retain.

Units of study are carefully sequenced across year groups, academic years, and key stages to ensure learning builds progressively and meaningfully over time.

Curriculum in Action: Examples

1. Our Faith, Values and Experiences

  • The Roman Empire and Christianity
    Pupils explore how Christianity transformed the Roman Empire—from persecution to the conversion under Emperor Constantine.
  • The Atlas Bible
    A geography unit using biblical stories as a springboard for exploring human and physical geography. For example, King Solomon inspires learning about trade routes, while Jonah and the Whale introduces natural disasters.

2. The Culture and Heritage of Our Pupils

  • The Windrush Generation
    Pupils study the impact of the Windrush Generation on modern Britain and Birmingham, extending their historical knowledge beyond 1066.
  • Ancient African Civilisations
    Pupils explore the rich histories of Songhai, Mali, Great Zimbabwe, and the Kingdom of Kush, offering a global perspective on civilisation.
  • The Islamic Golden Age
    A study of the flourishing of science, culture, and innovation in the Islamic world between the 8th and 13th centuries.
  • The Geography of South Asia
    Pupils examine the human and physical geography of India, Pakistan, and Bangladesh, including the historical context of Indian independence in 1947.
  • Diverse Literature in English
    Our choice of whole-class texts reflects our pupils’ identities and experiences. Books such as Ghost Boys by Jewell Parker-Rhodes, Journey to Jo’burg by Beverley Naidoo, and Planet Omar by Zanib Mian help pupils see themselves in the stories they read.

3. Excellence

  • Latin
    All Key Stage 2 pupils study Latin weekly. This structured, logical language enhances critical thinking, attention to detail, and problem-solving—skills that support academic success and future university applications.
  • Oracy and Debating
    Upper Key Stage 2 pupils develop advanced speaking and listening skills through structured oracy and debating sessions, preparing them for interviews and public speaking.
  • Music
    Every child learns to play a musical instrument before leaving Year 6. From ukulele to violin, music is a vital part of our curriculum, fostering creativity, discipline, and joy.

Curriculum Implementation at St. Michael’s

At St. Michael’s Church of England Primary Academy, our curriculum is not only ambitious and knowledge-rich—it is also thoughtfully implemented. Drawing on the latest educational research, we have introduced a range of initiatives that raise standards, enhance pupil engagement, and support teacher wellbeing.

Research-Informed and Teacher-Led

Our curriculum has been developed collaboratively by practising teachers, academic experts, and key stakeholders, including members of our faith community. It is continually refined in response to feedback from staff, pupils, and parents, ensuring it remains relevant, rigorous, and responsive to our school context.

Subject-Specific and Deeply Sequenced

Each subject is taught discretely, allowing for greater depth of knowledge and skill development. We have moved away from a thematic or integrated approach in favour of teaching foundation subjects—such as history, geography, and art—as distinct disciplines. This enables us to avoid superficial links and instead focus on meaningful, subject-specific learning.

Curriculum Journals and Consistent Lesson Design

Our foundation curriculum is delivered through bespoke pupil curriculum journals, designed to align with our consistent Five-Part Lesson Model. These journals support both pupils and teachers by providing a clear structure for learning and assessment. They also serve as a valuable tool for staff development, promoting effective pedagogical practice across the school.

Custom-designed pupil workbooks are used in the following subjects:

  • Extended Writing
  • History
  • Geography
  • Science
  • Latin
  • Oracy and Debating

Each unit of work and its accompanying workbook includes:

  1. Knowledge Organiser
    A concise summary of essential facts and concepts, used for planning, teaching, and assessment.
  2. Pre- and Post-Unit Assessments
    Identical assessments at the start and end of each unit help measure progress and inform teaching.
  3. KWL Grids
    Graphic organisers that help pupils reflect on what they Know, Want to know, and have Learned.
  4. Key Vocabulary and Glossary
    Vocabulary is explicitly taught and revisited throughout each unit, supported by a growing glossary.
  5. Graphic Organisers
    Pupils create visual summaries of their learning, aiding retention and preparing them for extended writing.
  6. Revision Activities
    Each lesson begins with a revision task and ends with an exit ticket to reinforce key knowledge and identify misconceptions.
  7. Essays
    Units culminate in an extended essay, assessing pupils’ understanding of the content rather than their writing ability. These essays develop reasoning, argumentation, and critical thinking.

Our Pedagogical Approach: The Five-Part Model

A hallmark of teaching at St. Michael’s is our consistent lesson structure, known as the Five-Part Model. This approach ensures high-quality teaching across the school and supports staff in delivering the curriculum effectively.

1. Set the Scene

  • Review prior learning
  • Provide feedback
  • Share learning objectives
  • Introduce key vocabulary

2. Direct Instruction

  • Break learning into manageable steps
  • Use “I do, we do, you do” modelling
  • Provide scaffolds and examples

3. Hinge Question

  • Use a diagnostic multiple-choice question
  • Assess understanding and adapt teaching accordingly

4. Independent Practice

  • Pupils apply learning independently
  • Adults provide targeted support

5. Plenary

  • Summarise and consolidate learning
  • Revisit objectives and key concepts