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Key Stage 1 and 2


The classroom curriculum is comprised of two main elements:

The National Curriculum (See DFE New Curriculum) and Religious Education (Come & See).

If you have any questions regarding the curriculum we teach please contact the school directly.


St Michael’s Curriculum Statement

September 2020



Our children’s needs and backgrounds and the school’s mission values underpin all areas of our curriculum.

St Michael’s Curriculum provides a well-designed range of high-quality learning experiences and provision which support children to develop as independent, confident, successful learners with high aspirations who know how to make a positive contribution to their community and the wider society. We teach all subjects in the National Curriculum. There is equality of access for all pupils. Developing children’s moral, spiritual, social and cultural understanding is a strong strand across the curriculum.

We plan our curriculum for security and depth of learning. To do this, we ensure that pupils don’t just cover the curriculum but return to the key concepts, knowledge and skills over and over - each time gaining a deeper and more secure understanding, so the application of ideas and knowledge across different subjects is possible. We teach each subject area discreetly making relevant links to other subjects where appropriate as this approach secures greater learning involvement, builds on children’s prior knowledge and helps them to develop into creative, confident learners who are keen to take risks, collaborate and persevere.  It is these qualities which we feel are vital for success in life as well as learning.

A guiding focus of our curriculum is to enrich pupils’ experience of rich and high-quality vocabulary. We purposefully plan exposure to meaningful language across all subject areas that deepens and broadens learning. This vocabulary-based spotlight will equip our children to engage with the national curriculum in a more meaningful way that will secure improved outcomes for all pupils.

Reading is also a key component our school curriculum. We recognise that the skill and enjoyment of reading is pivotal for pupils accessing current and future learning. We aim for our pupils to be reading fluently with comprehension so they can successfully access the whole National Curriculum.

Our curriculum, whilst paying due regard to achieving high standards in Maths and English, is also carefully designed to ensure coverage and progression.  It provides children with memorable experiences and many diverse opportunities from which the children can learn and develop a range of transferable skills.  Our school is proud to be in the great city of Liverpool and acknowledges its location in many ways. Our curriculum is enriched by using this as a starting point for engaging interest and accessing the rich cultural resources of Liverpool.  We also embrace the rich and diverse cultural background from which our children come from.  Learning is based on the principles of mutual respect, responsibility and enquiry-based learning, which promotes curiosity, embeds the application of basic skills across the curriculum and allows writing to be meaningfully embedded.

A primary focus of our Curriculum is to raise aspirations, generate a sense of personal pride in achievement and provide a purpose and relevance for learning.  We value parental involvement and share curriculum plans on a half-termly basis, outlining what knowledge, skills and vocabulary will be covered in each Learning Challenge.  We also invite parents into school on a regular basis to share and celebrate their children’s many achievements.

Physical health and mental well-being are valued and prioritised through our curriculum design. These are taught through a well-planned and structured programme of personal development. We teach the Archdiocese Catholic RE syllabus and RSE programme which enriches and supports our pupils’ learning journey.

Our curriculum design intends to equip our pupils to be confident, curious and resilient learners, independent decision-makers, have strong self-belief, a positive self-image and to use all their talents and gifts to be the best that they can be!



Each topic starts with a Prime Learning Challenge which is expressed as a question. We teach our curriculum through the driver subjects of Science, History and Geography. year group has a breakdown of knowledge, skills and understanding to be taught for each subject and this ensures that progression is built upon from the previous years learning. We start all new learning challenges with a pre- learning task to assess children’s prior knowledge before planning any subsidiary learning tasks. This also ensures that any gaps in learning can be addressed. of the subsidiary learning tasks are also expressed as questions. We then build and extend learning making explicit links between different subject areas. The teaching of new vocabulary and oracy skills are at the heart of our curriculum and we deliberately build in opportunities for talk repetition and practice to ensure that depth of knowledge is secure. We have developed an assessment tool to track children’s development across all subjects in the curriculum and subject leaders use these end of year milestones to track progress in their subject areas.



The outcomes of the curriculum are measured by the attainment and progress made by the children. Put simply how much the children know and remember including whether or not the children have mastered a particular skill. Teachers continually use assessment of the children’s responses and the work they produce to measure impact. Subject leaders play an important part in the success of the curriculum by leading a regular programme of monitoring, evaluation and review. This includes book scrutinies, learning walks and lesson observations to measure the impact of teaching and learning. As well as pupil interviews to gauge children’s engagement and enjoyment of the curriculum. Staff complete a topic review at the end of each Learning Challenge and this is used to inform future planning and improve teaching and learning. Teachers and leaders also have the school’s curriculum assessment data to support judgements on the impact our curriculum is having.


The leadership team in consultation with staff and children regularly review and renew the school curriculum to ensure all elements are fit for purpose.