Know more, remember more
Know yourself, grow yourself
Use your learning, develop your skills
Our whole school curriculum is designed to ensure that our children know more, that this knowledge is retained and built upon as they progress throughout the year and their time in school, providing a solid base of knowledge which underpins everything the children do. The curriculum supports the development of the pupil as a whole, supporting confidence and resilience as well as allowing children to develop their emotional literacy. We aim to excite, inspire and engage our children, allowing them to apply their knowledge and skills confidently in a range of situations.
We make our curriculum accessible for those with disabilities or special educational needs by complying with our duties in the Equality Act 2010 and the Special Educational Needs and Disability Regulations 2014.
Please click on the buttons below for our curriculum intent which expands upon our core aim.
If anyone wishes to find out any more additional information about our curriculum, please contact the school office and speak to one of our friendly team on 01782 528261.
What is Cultural Capital?
Cultural capital is the accumulation of knowledge, behaviours, and skills that a pupil can draw upon and which demonstrates their cultural awareness, knowledge and competence.
It is one of the key ingredients a pupil will draw upon to be successful in society, their career and the world of work.
Cultural capital gives a pupil power. It helps them achieve goals and become successful.
Cultural capital is having assets that give pupils the desire to aspire and achieve social mobility whatever their starting point.
How do we promote it?
We recognise that for pupils to aspire and be successful academically and in the wider areas of their lives, they need to be given rich and sustained opportunities to develop their cultural capital.
Each subject taught within the school day makes its own contribution to pupils’ cultural capital development.
Our curriculum aims to combine knowledge with experience and judgement on what pupils see.
The three elements that the Oxford Dictionary uses to define wisdom.
Pupils participate in a wealth of trips, visits and experiences, supported by a wide range of extra-curricular clubs.
Examples of enrichment experiences at
Saint Nathaniel's Academy
Squirrel Lodge: The Sensory Story Teller
Nursery: Westport Lake
Reception: Amerton Farm & Prestatyn
Year 1: Pet Shop & Stafford Castle
Year 2: Chester Zoo
Year 3: Tatton Park
Year 4: Peak Wildlife Park
Year 5: National Memorial Arboretum
Year 6: Bala Lake
How do we know that our curriculum is having the desired impact?
Become more knowledgeable.
Have higher levels of confidence in delivering all areas of the curriculum.
Can give senior leaders and subject leaders feedback about what is working well.
Have an accurate understanding of how children are coping with the content of the curriculum (The curriculum is pitched to be appropriately challenging. Therefore, if teachers know that children are coping well and can demonstrate their understanding, then we know it is working and that children are making progress).
Teach consistently well, applying sound pedagogical practices in all lessons.
Plan coherent learning journeys based on the unit overviews.
Seek support from subject leads when they are less confident.
Can talk confidently about their learning, using correct terminology and can articulate how their learning within a subject, builds on previous learning.
Are enthused and interested in a wide range of curriculum areas.
Can talk about the subject specific characteristics of subjects and the disciplines associated with them.
Demonstrate strong learning behaviours in all lessons.
Can all access, enjoy and make progress within the curriculum, regardless of their starting point.
Demonstrates that they take pride in what they produce.
Reflects the same amount of effort in all subject areas.
Captures their increasing understanding of key skills and crucial knowledge within each subject area.
Illustrates their developing understanding of the disciplines and key terminology of each subject.
Demonstrates a coherent teaching sequence has taken place within each unit of work.
Illustrates a developing fluency in the use of technology as a learning tool.
Visitors and Governors
Give us positive feedback about pupil engagement and behaviour in lessons.
Comment on the high quality learning that they see.
Report that leaders are clear about strengths and weaknesses and have clear plans to address areas for development.
Parents and Carers
Give us positive feedback about their children’s attitudes to school.
Share examples of when their children have been enthused by the curriculum (e.g they have been talking about learning at home or carrying out their own research because of their interest).