St Luke’s Curriculum Statement

We are enthusiastic about being curious, life-long learners at our school. We provide a broad, rich, relevant and meaningful curriculum which, as a team, we are very proud of. Children have a thirst for learning at St Luke’s C of E primary school and we are committed to nurturing young: writers, performers, readers, international speakers, mathematicians, scientists, historians, geographers, artists, designers, musicians, sports persons and computer users. Children are actively encouraged to follow their passions whilst becoming holistic learners, well-equipped to reach their full potential.

Glossop is an insular mainly white town, our children need to be supported to be able to take their place in a multicultural outward looking world. Our curriculum aims to help them do this by opening their eyes to possibilities.

Our curriculum is based on the needs of the world of work for creative employees. Our curriculum encourages children to think of ideas, to ask questions, to listen to others and modify their thinking based on what they hear and learn, to be independent and resilient, to be brave enough to make mistakes knowing that this is how true learning happens. Our curriculum opens minds. 

Our curriculum is based on the children’s needs to become good active citizens. We want them to have explored character virtues and spirituality so they have open hearts.

A large part of children’s learning happens through the theme-led curriculum. Our themes are on a two year rotation and are designed to promote a wide range of skills and knowledge in order for all our children to reach their full potential. Our school is fully inclusive and our curriculum is adapted to accommodate all children irrespective of their needs or difficulties. Our SEND policy reflects this.

The curriculum is all the planned activities that we as a school organise in order to promote learning, personal growth and development. It includes, not only the formal requirements of the National Curriculum, but also the range of extra-curricular activities that the school organises in order to enrich the experiences of our children. It also includes the ‘hidden curriculum’, or what the children learn from the way they are treated and expected to behave. We aim to teach children how to grow into positive, responsible people, who can work and co-operate with others, whilst developing knowledge, skills and attitudes to learning, in order that they achieve their true potential.

At St Luke’s C of E primary school we strive to enjoy our learning and make it as much fun and as meaningful and relevant as possible. We offer children an excellent education in a safe, calm, creative, inclusive and stimulating environment. Every child is valued as an individual; we aim to nurture well rounded, respectful and confident children who will develop skills for life-long learning.


St. Luke’s principles for assessment

1.      Assessment is at the heart of teaching and learning.

  1. Assessment provides evidence to guide teaching and learning.
  2. Assessment provides the opportunity for students to demonstrate and review their progress.

2.      Assessment is fair.

  1. Assessment is inclusive of all abilities.
  2. Assessment is free from bias towards factors that are not relevant to what the assessment intends to address.

3.      Assessment is honest.

  1. Assessment outcomes are used in ways that minimize undesirable effects.
  2. Assessment outcomes are conveyed in an open, honest and transparent way to assist pupils with their learning.
  3. Assessment judgements are moderated by experienced professionals to ensure their accuracy.

4.      Assessment is ambitious.

  1. Assessment places achievement in context against nationally standardized criteria and expected standards.
  2. Assessment embodies, through objective criteria, a pathway of progress and development for every child.
  3. Assessment objectives set high expectations for learners.

5.      Assessment is appropriate.

  1. The purpose of any assessment process should be clearly stated.
  2. Conclusions regarding pupil achievement are valid when the assessment method is appropriate (to age, to the task and to the desired feedback information),
  3. Assessment should draw on a wide range of evidence to provide a complete picture of student achievement.
  4. Assessment should demand no more procedures or records than are practically required to allow pupils, their parents and teachers to plan future learning.

6.      Assessment is consistent.

  1. Judgements are formed according to common principles.
  2. The results are readily understandable by third parties.
  3. A schools results are capable of comparison with other schools, both locally and nationally.

7.      Assessment outcomes provide meaningful and understandable information for:

  1. pupils in developing their learning,
  2. parents in supporting children with their learning,
  3. teachers in planning teaching and learning. (Assessment must provide information that justifies the time spent, )
  4. school leaders and governors in planning and allocating resources, and
  5. government and agents of government.

8.      Assessment feedback should inspire greater effort and a belief that, through hard work and practice, more can be achieved.

Curriculum Plans

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