Faith and spirituality is the root of everything we do at St Pancras School. The Gospel message of good news and the demonstration of complete love as lived by Jesus Christ should be reflected in every word and action from all members of the school community. It is the basis and foundation of our work.
On this firm foundation are the values and priorities which we feel are important for the children in our school.
Our Curriculum Drivers
We want the children to be effective communicators. Being an effective communicator is an essential human skill and is a multi-faceted; involving speaking, listening, reading and writing as well as varying levels of formality appropriate to different audiences, situations and media.
We want our children to have the best opportunity to learn the interactional, interpersonal, metacognitive and self-efficacy skills needed to enhance their chances to ‘live life to the full’.
We want to ensure that the eyes of our children are opened to as many possibilities about their lives within our world. By considering the choices which are available in any given scenario, possibilities of thought and actions can be explored; consequences and outcomes examined. These can be related to the world of our children and broaden minds, raising aspirations for all aspects of human life.
How is the curriculum organised on timetables?
It is a requirement for Religious Education to have priority timetable allocation, especially at Key Stage 2. For junior pupils there should be a minimum of two full lessons per week, one of which must be timetabled for a morning slot. This underlines Religious Education as a core subject.
English and Mathematics (inclusive of reading, writing, grammar, punctuation, spelling, handwriting and x tables) are expected to dominate the primary curriculum in all year groups, particularly the morning sessions. This reflects their core importance for St. Pancras pupils.
Teachers are given a range of options in respect of allocating timetable space for Science, Music, Geography, History, Art / Design Technology, French, PSHE and Information Technology. These include weekly lessons, blocked days (in which subjects are taught intensely for periods and are then absent from the timetable for a while) or half termly / termly allocations (where, for example, Geography may be taught in one term but is replaced by History the following term). There is an expectation that Science, as a core subject, will have more time allocated to it than the foundation subjects.
Other aspects of the curriculum are built into the teaching and learning content of core and foundation subjects – or into the school’s assembly programme. These include Personal, Social, Health and Economic Education (PSHE), Sex and Relationships Education (SRE) and Spiritual, Moral, Social and Cultural Education (SMSC).