At Our Lady of Lourdes, we believe that every child matters and is uniquely valued and made in the image and likeness of God. This belief is rooted in our Catholic ethos, recognising that each person is created with inherent dignity, purpose and mission. Our curriculum is designed to nurture confident, compassionate, capable individuals who understand their value, the value of others and their role in shaping the world in which they live.

Central to our curriculum is the belief that each individual matters. In placing the belief that “We matter” at the heart of our learning, we aim to ensure that every child feels seen, heard, and valued, in order to develop a strong sense of self-worth and belonging. From this foundation, we build outward -  helping children understand that    the communities in which they live – our school, our local area, our country, and our world all matter; and that they are called to serve and contribute positively to each.

Our curriculum is underpinned by five key values:

Through a carefully sequenced and knowledge-rich curriculum, children develop the knowledge, skills, understanding, and character needed to thrive. Learning is meaningful, connected, and purposeful, enabling children to see how their education links to the world beyond the classroom and their responsibility within this.

We aim to develop learners who:

• show curiosity and ambition in their learning
• take pride in producing high-quality work
• demonstrate respect, empathy, and a sense of justice
• understand their responsibility to serve, especially the most vulnerable, and in protection of the environment
• seek ways of serving others - contributing positively at a local, national, and global level

By the time children leave our school, they will not only have acquired essential knowledge and skills, but also a deep understanding that they matter, are valued, and can make a difference in the world.

Our curriculum is implemented through carefully structured, knowledge-rich approaches which ensure clear progression, coherence and high expectations for all pupils. It is designed to develop confident, articulate learners who understand their place in the world, value themselves and others, and are prepared to contribute positively to their communities.

Teaching is underpinned by clearly sequenced knowledge and skills, enabling pupils to build on prior learning over time. Across the curriculum, lessons follow a consistent five-step approach to teaching and learning, providing pupils with a clear structure which supports the acquisition, retention and application of knowledge and skills.

1. Review of Knowledge

Each lesson begins with the review of prior learning. Through retrieval practice, pupils recall previously taught knowledge, vocabulary and concepts, helping to strengthen memory, make connections between learning and secure long-term retention.

2. Direct Instruction

New knowledge, concepts and skills are introduced through explicit teaching with clear explanations and       modelling, ‘I do’. Learning is carefully broken down into manageable steps, with subject-specific vocabulary taught and revisited. High-quality questioning, examples and teacher modelling make learning visible and accessible to all pupils.

3. Guided Practice

Pupils practise new learning with support from the teacher ‘We do’. Through discussion, questioning, worked         examples and collaborative activities, teachers check understanding, provide immediate feedback and address misconceptions, supporting pupils in developing confidence before working independently.

4. Independent Practice

Pupils apply their learning independently ‘You do’.  They use scaffolds, prompts and checklists to support them in demonstrating and deepening their understanding through appropriately challenging tasks. Teachers use assessment for learning strategies to monitor progress and provide targeted support where needed, enabling all pupils to achieve success and develop increasing independence.

5. Self-Review and Response to Feedback

Lessons conclude with opportunities for pupils to reflect on their learning, evaluate their work and respond to feedback. Children are encouraged to articulate their understanding, identify successes and recognise next steps, developing self-evaluation skills and a commitment to continual improvement.

This consistent approach is supported by high-quality teaching practices across all subjects where teachers:

•   deliver well-sequenced lessons with clear learning objectives
•   adapt teaching effectively to meet the needs of all pupils, ensuring inclusion and appropriate challenge
•   use formative assessment to check understanding and adapt teaching, alongside summative assessment to monitor progress over time
•   revisit prior learning to secure long-term retention
•   promote high-quality vocabulary and oracy, enabling pupils to express themselves clearly and confidently

The curriculum is further enriched through a range of experiences, including educational visits, visitors and engagement with the local parish and wider community. These opportunities broaden children's experiences and widen their horizons, enabling them to apply their learning in meaningful and relevant contexts while developing empathy and a sense of responsibility towards others.

Assessment is used to inform teaching and support pupil progress. Teachers use formative assessment strategies, including questioning, retrieval practice, feedback and quizzes to check understanding and address misconceptions. Summative assessments including standardised tests and teacher judgements, help monitor attainment and progress over time, informing future teaching and curriculum development.

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We will know that our curriculum is successful when pupils leave our school as confident, compassionate and capable young people who understand that they matter, that others matter, and that they have the knowledge, skills and character to experience educational success and make a positive difference in the world.

Pupils will demonstrate secure knowledge and understanding across the curriculum and will be able to apply their learning confidently in a range of contexts. They will show curiosity and ambition in their learning, produce work of a high quality and take pride in their achievements. They will communicate effectively, think critically, and approach challenges with resilience and determination.

By the time pupils leave our school, they will have developed a strong sense of self-worth, belonging and purpose. Rooted in our Catholic values of Human Dignity, Compassion, Justice, Quality and Advocacy, they will be equipped not only for the next stage of their education but also for a life of service, responsibility and positive contribution to society.

Subject leaders review and evaluate the impact of the curriculum through a range of monitoring and evaluation activities, including:

• analysis of pupil outcomes
• scrutiny of pupils’ work,
• lesson visits
• pupil voice
• discussions with staff
• observation of learning behaviours and attitudes
• Review of extra curricular opportunities

They evaluate how effectively pupils are learning, remembering and applying key knowledge and skills, the quality of learning experiences across the curriculum, and the extent to which the curriculum intent is being realised in practice. Findings from monitoring and evaluation activities inform curriculum development, professional development and future planning, ensuring that the curriculum remains ambitious, inclusive and responsive to the needs of all learners.

Through ongoing evaluation and refinement, we ensure that our curriculum continues to enable every child to flourish academically, spiritually, morally, socially and culturally, recognising their God-given worth and preparing them to live life in all its fullness.