At Leigh, we deliver a bespoke curriculum which is designed to be broad and balanced and promote the school’s values. Our intention is to empower and engage pupils through our curriculum and develop them into ethical citizens. Curriculum content has been deliberately chosen to engage pupils through relevant topics, their own context, experiences and culture and to prepare them for the future. Our intent is to have a curriculum that is knowledge rich and assists pupils to be critical thinkers by building upon what they know to develop more complex mental models. To support them to develop this knowledge we have deliberately sought out vertical, horizontal and diagonal links within the curriculum areas to enable children to build knowledge that is flexible and more easily transferred to different contexts.

Our curriculum is delivered with our school vision in mind. We want to develop pupils who are life-long learners, relationship builders and memory makers. Our implementation is:

• Designed with the principles of how we learn in mind using our understanding of Rosenshine’s principles, cognitive load, working memory limitations and developing knowledge in long-term memory.
• Carefully sequenced to ensure lessons build and develop prior knowledge to promote deeper understanding and more complex mental models.
• Uses retrieval practices to strengthen pupils recall and retention of learning.
• Uses a range of evidence-informed practices to engage and support learners, provide feedback, inform assessment of learning and develop teacher’s expertise.
• Supported by our culture of high expectations, continual improvement and trust and support for all.
• Supported by embedded oracy practices being at the heart of children’s engagement and ability to articulate their learning.
• Designed to offer opportunities for planned visits to provide first hand experiences and to engage parents with their child’s learning.

At Leigh Primary School, the impact of our curriculum will be measured through children’s:

• Confidence in the way they articulate and share knowledge to develop self-esteem and resilience.
• Outcomes in line with or better than national expectations at all Key Stages and in all areas of the curriculum.
• Ability to work independently and as part of a team and to reflect on their own learning using metacognitive practices.  
• Aspirations and high expectations of themselves, alongside a passion for learning to enable them to be ready for the next stage of their learning at each transition point.
• To ensure all pupils have an understanding of their Children’s Rights, a sense of equality and belonging and improved self-esteem.