Children first, Aspire, Challenge & Achieve

At All Faiths, we are committed to transforming the life chances of every child who walks through our doors. Our approach to education is rooted in the All Faiths' Foundations, which embody our core values: Respect, Resilience, Responsibility, Inclusion, Aspiration, and Kindness. Through a cognitive approach, we aim to foster aspiration and a lifelong love of learning within a safe, purposeful, and nurturing environment.

Curriculum Intent

Making Learning Irresistable

At All Faiths Children’s Academy, we aim to bring learning to life by providing high quality teaching and inspirational learning activities which link to all areas of the curriculum. 

We:

  • expect all our children to make as much progress as possible;
  • provide an environment where children can feel secure, be imaginative, are able to take risks and make mistakes, without damaging their self-esteem;
  • encourage responsibility – enabling every child to become independent and ambitious;
  • promote curiosity – fostering lively and enquiring minds to develop the ability to question and reason.

 

Curriculum Implementation:

All Faiths Children’s Academy develops our learning through six identified curriculum areas:

  • Thinking about our Thinking,
  • Thinking Artistically,
  • Thinking Academically,
  • Thinking Globally,
  • Thinking Healthily,
  • Thinking Inclusively.

 

Curriculum Principles:

To ensure that our pupils can maximise their academic achievement and to promote pupils’ spiritual, moral, cultural, social, physical, emotional and mental development, our curriculum will:-

  • be relevant, meaningful, engaging and enjoyable, providing pupils with an appropriate ownership and responsibility for their learning and behaviour;
  • be linked to life beyond the classroom and designed to enable pupils to make a positive contribution to society;
  • develop the “whole” child;
  • promote aspiration in pupils, parents and carers;
  • positively create an ethos and environment to develop pupils as independent, creative and analytical “thinkers”;
  • be flexible, enabling all pupils’ needs to be acknowledged, responded to appropriately and met;
  • use first hand practical experiences whenever possible and high quality resources making best use of the local environment;
  • be developmentally appropriate (without putting restrictions on a pupil’s ability to achieve at the highest levels) and therefore, develop a depth of understanding and a secure knowledge base;
  • promote the acquisition of basic skills in literacy, numeracy, computing and “thinking”;
  • ensure that pupils can apply and use the skills and ideas developed in one area of learning, to another;
  • instil a fundamental respect for religious, moral and democratic British values, which includes tolerance of other races, religions and ways of life and which helps pupils to understand the independence and interdependence of individuals, groups and nations, in order to create equality of opportunity.