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The school curriculum comprises all the learning and other experiences that a school offers its pupils.

The curriculum offered by John Donne will promote:

  • The highest standards of achievement by all pupils, regardless of ability, ethnic origin, gender or social background;
  •  Pupils' spiritual, moral, social and cultural development, preparing them for life as effective citizens, able to respond positively to the opportunities and challenges of a rapidly changing world;
  • A commitment to lifelong learning.

In order to achieve these aims, schools should work in collaboration with pupils, parents and the community to provide a curriculum which:

  • is sufficiently broad, balanced and flexible to develop pupils' knowledge, skills and understanding through learning programmes and experiences appropriate to their ages and abilities, regardless of their gender, ethnic or social background and taking account of any talents and special educational needs;
  • provides children in the Foundation Stage (ages 3 –5) with a wide range of planned activities and experiences which help them to develop and make progress towards meeting the Early Learning Goals;
  • satisfies the requirements of legislation  relating to the National Curriculum and religious education (RE), ensuring that sufficient time is allowed for all aspects of the curriculum and the development of essential skills especially literacy, numeracy, computing and science;
  • engages learners and provides for continuity of experiences and progression within, between and beyond the key stages and promotes lifelong learning;
  • promotes pupils’ self-esteem, self-knowledge and self-confidence and challenges them to achieve the highest standards, taking account of ability and aptitude;
  • offers opportunities to assess the progress and attainment of each pupil to determine whether learning objectives and any agreed targets have been achieved and what should be the next steps in learning;
  • includes a means of recording the progress and attainment of each pupil and reporting these to parents and pupils, and informing parents and the community about the achievements of schools;
  • prepares pupils for the responsibilities and opportunities that arise throughout life in a democratic, multicultural and technological society, including tolerance and harmony between different cultural traditions;
  • extends knowledge, experience, imagination and understanding in ways which develop creative, critical and analytical capabilities combined with an awareness of moral values and a capacity for the enjoyment of learning;
  • develops positive attitudes and qualities through spiritual awareness and aesthetic appreciation;
  • fosters respect for the environment and an understanding of the ways in which human activity can affect the local, regional, national and global environment;
  • encourages  children to accept responsibility for their behaviour, show initiative and understand how they can contribute positively to the lives of others;
  • promotes equality of opportunity, develops understanding of and respect for the rights and views of others and emphasises the value of personal relationships based on mutual respect;
  • promotes the importance of healthy living;
  • works in partnership with the family, the business community and society at large, leading to an appreciation of the value of co-operative sustainable development and the rights and responsibilities of being a citizen;
  • prepares pupils for the next stage of learning;
  • promotes pupils' understanding of their roles as members of the school, local, national and international communities;
  • develops a deep understanding of what is right and what is wrong, and a respect of the civil and criminal laws of England;
  • enable pupils to acquire a broad general knowledge of and respect for public instructions and services in England.