Castleford Park Junior Academy

Curriculum Statements

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​​Our Curriculum Statements​

Intent: As can be seen above, the intent of all CPJA stakeholders is that pupils who leave our school will be equipped for wider society and will become valued and respected members of the community they choose to live in. Each topic they explore as they move through school challenges pupils to think about the wonderful world we live in, what a good citizen of the world is capable of and how we can show warmth and empathy to each other and in the wider world.

Implementation: We choose to deliver this to pupils through a high quality, engaging curriculum that brings all subjects together, where relevant, and weaves in empathy and understanding through a detailed PSHCE and RE curriculum-contributing to the build-up of pupils’ spiritual, moral, social and cultural understanding. In each year group, pupils are challenged to develop valuable learning attributes that will help them succeed in the world of work -alongside the knowledge they build in each subject area.

Specialist teaching also contributes to ensuring that progress is visible and practical learning such as regular Forest Schools, or drama work, builds pupils’ ability to communicate effectively with each other and work collaboratively – firing pupil imagination. The organisation of our curriculum also seeks to remind pupils of the importance of their wellbeing and health– offering regular, reflective ‘Wonder’ assemblies, vibrant active playtimes and frequent opportunities for learning about how to stay safe, healthy and happy. Being able to communicate respectfully and assertively is key to success for our pupils and this philosophy is clear in adult and pupil restorative conversations, through targeted emotional literacy sessions and through the many social communication interventions we offer.

Impact: The impact of our curriculum is measured in tangible ways: through the clear enjoyment in learning that we see from our pupils every day, the growing quality of work and vocabulary that sets the standard in our school, the amount of pupils who increasingly reach ‘Year 6 standard’ and beyond – who are self-confident and have the self-belief for High School and their next challenge!

Our parents say:

Our pupils say:

“everyone is equal – no one is treated differently – teachers and pupils”

“PE is good…we focus on one thing for half a term so that we can get better at it”

“School is well organised”

“I came from a little school, now I have a lot more friends”

Bullying…”used to be an issue, not any more, there are strict consequences”

“Pupils and teachers are nice and always willing to help”

“No one says – you can’t do this – everyone is very supportive”

The teaching of French, Art, DT, Music and PE

Intent: We believe that practice and high quality instruction is essential to helping pupils realise their aspirations of becoming a talented musician, sports-man, artist, or linguist. Alongside this, pupils need to be inspired to persevere and remain resilient when learning becomes a struggle – by a talented specialist during parts of their learning – over their four years with us.​​

Implementation: Specialists teach drama, PE, Forest Schools, French and Music alongside the curriculum offer that teachers provide in order to inspire with the highest quality demonstration and coaching. Many pupils come alive when working with a specialist who truly loves their subject and this is when future aspirations can begin to come to fruition.

Impact: Assessment takes place considering knowledge sequenced to be learnt in each year group, to ensure that pupil application and automaticity of learnt skills develops in preparation for the Year 7 curriculum.

The teaching of science, geography, history and RE

Intent: Knowledge that must become embedded is sequenced over time in each subject area, so that with practise, pupils are able to apply their understanding to new situations, demonstrating their growing competence.

Implementation: Subject leaders support staff in teaching key concepts clearly and considering how these can be revisited and explored over time, to truly embed them.

Impact: Assessment takes place considering knowledge sequenced to be learnt in each year group, to ensure that pupil application and automaticity of learnt skills develops in preparation for the Year 7 curriculum.

The Computing Curriculum

Intent: Our computing curriculum has to adapt and develop with the rapidly changing world that we are a part of. Our pupils are skilled in using a range of technological devices that are part of their everyday lives. It is important that we teach pupils to harness technology as a tool that enables them to problem solve, communicate effectively and to achieve their goals.

Implementation: The ‘Purple Mash’ scheme of work is used at present to build upon – enabling pupils to develop procedural knowledge in the following areas: blogging, spreadsheet usage, coding, data bases, games creation, internet safety know how and manipulating technology for a wide range of audiences. Our school then provides regular access to IPADS and laptops for pupils to ensure that they are able to apply the skills they are learning to other areas of the curriculum – helping them to see the purpose and potential of technology in their lives.

Impact: Assessment takes place considering knowledge sequenced to be learnt in each year group to ensure that application and automaticity of learnt skills develops in preparation for the Year 7 curriculum.

The English Curriculum

Intent: Our school aims to develop a love of reading in all pupils so that they understand the power of words and language in their lives. We want pupils to love reading because it develops their imagination and creativity and can teach them about places that they didn’t even know existed. We cultivate interest in vocabulary – discussing it in depth in guided reading lessons, stealing it to use in writing lessons and discussing the impact of particular words upon an audience. We encourage the importance of communication, explanation and reasoning in all subject areas – from oral rehearsal in drama through to real, purposeful reasons for writing.

Implementation: Daily reading is integral to success and we take this seriously at CPJA – ensuring that as many pupils as possible in Year 3 are fluent readers by the time they move into Year 4, with a range of strategies at their fingertips, including building on their already learnt phonic knowledge, to decode and deduce unfamiliar vocabulary. Guided reading then builds pupil ability to discuss and reason with depth about exciting texts – considering how they influence the reader in different ways. Regular extended writing allows for practice of the vocabulary and techniques explored through reading and purposeful, exciting stimuli make this enjoyable. Regular handwriting practice, a clear focus on high standards of presentation and frequent peer critique ensures pupils understand the importance of drafting and re-drafting to produce very high quality writing.

Impact: Reading and writing criterion scales are the foundations for assessment, ensuring pupils have the procedural knowledge needed to transition smoothly from Key Stage One and be prepared for Key Stage Three. Progress towards mastery level is tracked and evaluated throughout a pupil’s time in school.

The Maths Curriculum

Intent: It is our intent that pupils understand the importance of mathematical reasoning and knowledge in the wider world and that we equip our pupils with the mathematical fluency needed to help in their daily lives and future jobs. We see maths lessons as another opportunity to reinforce the importance of being resilient in learning and how perseverance and struggle can lead to high achievement. We also seek to develop pupils’ understanding of the relevance of mathematical skill and knowledge in the wider world – reinforcing this in a range of other subject areas.

Implementation: Daily maths lessons use pictorial representation and practical apparatus to really embed the key concepts of maths, before pupils are taken progressively to conceptual understanding- where the practical and visual are soundly understood. Maths Ninjas sessions provide regular fluency practice, alongside the competition of ‘Times Tables Rockstars’. In maths lessons, pupil ability to reason with the mathematical knowledge they have is paramount to ensure they have mastered key concepts effectively and memorably.

Impact: Pupils are assessed against specific knowledge assigned to each year group. Their progress throughout the year is tracked, working towards mastering this content. This information is then passed to the next teacher to continue the journey to being prepared for Year Seven. In Year 3, greater weight is given to place value and the core values of number to ensure that pupils have a very strong foundation to build upon as concepts become more complex as the continue through school.