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Our Curriculum

Our aspiration for every learner:

"Contemplate and reflect on knowledge and you will become a benefactor to others." - Guru Granth Sahib


We achieve our curriculum aims through developing:


We develop our pupils’ skills to communicate their thoughts, ideas and feelings successfully in a wide range of different forms. They need the ability to read and write well as this broadens horizons, develops imagination and provides a rich vocabulary therefore allowing them to construct knowledge and understand the world.



Problem Solving, Reasoning and Going for Gold   

We want our pupils to grow in their independence, resourcefulness, creativity, curiosity and capacity for thinking about and exploring matters deeply – for themselves. We ensure each pupil practises taking risks, learning from mistakes and persevering towards their most ambitious goals.



Our Environment- Nurturing Nature 

How we share and use the earth’s resources affects the health of the planet and of every one of whom we share it with- now and in the future. Caring for the environment is an important global issue that we believe should be part of all that we do at Guru Nanak Sikh Academy. Pupils need opportunities to experience the richness of its diversity and show they care about its management and sustainability, thinking about their own duty and responsibility beyond the classroom. 



Healthy Living, Healthy Body and Healthy Mind  

We will work on building our pupils’ character - including their resilience, confidence and independence – and help them understand how to keep themselves physically and mentally healthy. It is important for each child to have a good knowledge of health, fitness and wellbeing in order to grow up to be happy, successful and valued citizens.



The Wider World and Community  

In today’s global world, it is so important to feel we are part of a local, national and international community. Human beings have the same basic needs but different ways of meeting them. Differences in culture, gender, nationality, class, religion, ethnicity, language and status may be significant in explaining these variations and shaping identity. To succeed in such a fast changing world our pupils need to feel confident in their own identity and also feel open, to engaging positively with other identities and cultures and recognise and challenge stereotypes.




What we do to support our pupils to acquire this learning:

Our curriculum has been carefully planned across each year group and school. Subject specific content ensures that there is clear progression, consolidation and deepening of knowledge. 

To achieve our curriculum vision, we will implement the following key strategies across our whole curriculum whilst allowing staff the autonomy to personalise per subject according to our pupils needs: 

  • Curriculum maps are used to carefully sequence learning across the curriculum to ensure coverage of the National Curriculum and to allow teachers to plan opportunities to make connections between knowledge and understanding across the curriculum.
  • Big Pictures are designed to describe the learning journey and how learning is planned with the end goal in mind. 
  • Increased focus on planned opportunities for modelling and scaffolding across the curriculum to support the varying needs of all pupils.
  • Increased focus on metacognitive strategies to develop pupils' independence within their learning by enabling them to problem solve, access concrete resources and verbalise and reflect upon their learning journey. 
  • Development of knowledge maps across the curriculum to support pupils' acquisition of knowledge and allow them to revisit their learning. 
  • Support staff with personlised CPD opportunities to develop their knowledge, skills and understanding across a range of subjects. 
  • Promote parental engagement through the development of collaborative partnerships. 
  • Carefully plan external visits and visitors into the school, to make learning fun, engaging and support pupils to build on learning and make real-life connections.    
  • Feedback is planned for and purposeful towards the learning outcomes; we implement innovative strategies to regularly review learning with the pupils whilst also providing the opportunity for pupils to reflect. 
  • Each part of the curriculum is strengthened through the collation and consideration of pupil voice. 
How we measure our achievements:
  • Within lessons, learning objectives are reviewed in a variety of ways; including quizzes, knowledge harvests and plenary activities.
  • Monitoring standards across the curriculum through conducting monitoring and auditing activities. 
  • Termly assessments, including the use of standardised tests, to generate overall teacher judgements. 
  • Termly collaborative data and subject meetings with SLT.
  • The collation and consideration of staff voice. 
  • Analysis and benchmarking of both internal and national data across the school.