"We believe that all members of our school community can flourish as learners and as fulfilled individuals. We will provide rich opportunities for learners to engage and expand their world views, both collaboratively and independently. With joy in our hearts, we are inspired to make positive change in the world."

At Grasby All Saints CE Primary School, we recognise that the curriculum we deliver is the toolkit we send our pupils out into the world with. It reflects our vision, core values, context, and the kind of citizens we want them to be. We are ambitious for our pupils and we are committed to raising standards and providing the best education for every pupil in our school.

Our curriculum builds confidence and resilience in our pupils and is designed to embed knowledge into a pupil's long-term memory, year on year. The curriculum is adapted to meet the needs of each cohort. 

Our curriculum is designed to equip all pupils to develop global and cultural awareness, self-awareness and awareness of others. We want all our pupils to be outstanding – and lifelong - learners; to be happy, take risks and enjoy all the opportunities that our school offers.

Our curriculum exposes children to a range of high-quality texts and reading opportunities across a range of subjects.  Automaticity in reading and contextual awareness enables pupils to access the whole curriculum and ensures increased knowledge and understanding.

Our Curriculum Journey

Curriculum design is a never-ending process - it is a continual process of reviewing and refining.  Reviewing our topics allows for breadth and depth of learning as the children revisit key knowledge through spaced learning. 

This is a process that we are committed to.

• Ensure that any curriculum adjustments maintain high expectations and standards;
• Use the pre-teaching of carefully identified key vocabulary to ensure that all children have equal curriculum access;
• Carefully timetable interventions to ensure a broad and balanced curriculum for all.
• Prioritise the absolutely key and crucial content and skills in each subject and year group (particular focus upon reading and vocabulary/language development and acquisition);
• Know and address the gaps children have in skills and knowledge (particularly with subjects that rely on hierarchical content that deepens year upon year - avoiding fundamental gaps)
• Use ongoing formative assessment alongside retrieval practice, low stakes quizzing and opportunities to practise to check and assess pupil grasp of this key curriculum content - ensuring transferral to long-term memory is the aim

"checking and repairing prior knowledge is the first stage of learning."