At St Michael and All Angels, we strive to create a magical curriculum that engages our learners with life long learning powers, enabling them to enjoy a creative and enriching experiences  alongside their friends, staff and families.

Remote Learning Provision 

Remote education information at SMAAA – SCHOOL WEBSITE

S – Sensitive
M – Motivated
A – Adaptable
A – Articulate
A – Adventurous

Each term our classes engage the children in their new topic with a WoW event.


Curriculum Statement of Intent

Curriculum Statement of Intent

Subject Curriculum Maps


Art and Design Technology Curriculum Map 20212022

Computing Curriculum Map20212022

English Curriculum Map20212022

Geography & History Curriculum Map20212022

Mathematics Curriculum Map20212022

Modern Foreign Languages Curriculum Map20212022

Music Curriculum Map 20212022

PSHE Curriculum Map20212022

RSE (Relationship and Sex Education) Curriculum Map20212022

Science Curriculum Map20212022



Intent and the Bigger Picture
Ready, Willing and Able
We need to educate our children to think critically, more ethically and
become more geo-politically aware.

We recognise the circumstances 
facing us represent a unique configuration of challenges, which makes
it essential that we are proactively changing the world through
learning. The world of employment is rapidly changing and employers
are calling for education to expand its focus beyond traditional
cognitive domains. Education needs to prepare children for the future; a
future that is supported by a desire to have a better world that values
everyone. Education should also provide the children with the
emotional well-being to be able to support and drive a desire to
contribute to a wider society through faith, beliefs and respect for
At SMAAA we aim to be: skilled readers, confident writers,
mathematicians, scientists, historians, geographers, musicians, artists,
linguists, theologists, athletes, digital leaders, designers and
technologists. Our children will occupy employment that is yet to be
created. We want our children to reach their full potential and provide
the skills to enable them to do so in the near future.
This calls for us to think about our curriculum differently. If we want
our children to thrive in an ever changing and challenging local and
global society, apply new thinking to situations and change the world
then we must re-think learning: what learning is important, how
learning is fostered and how we measure it. We want our children to
understand how to be present in, live in and share in the world.
We in still in the children the belief that they can achieve anything they
put their minds to.
Responding to the Bigger Picture
Our curriculum is carefully crafted so that our children are learners
who will be international and global citizens. Our curriculum equips
children to have the knowledge, skills and values to engage in and
create a future.
Our curriculum promotes a love for learning and opportunities for
children to be creative, inquisitive and risk takers.
It is ambitious and challenges our children to become independent
learners, who are determined to succeed. We aim to provide a strong
SMSC curriculum which includes their connectivity to global thinking.
All children are trying to make sense of their world which is determined
by many factors including environmental change, conflict and
inequality. Learning through connecting with knowledge and skills will
give purpose and focus to their progress.
To demonstrate a love of learning and act as young people with
aspirations and make a difference in the local and global community.

The pupils will leave our school knowing how to celebrate their gifts
and values through implementing the Mission of the school and
contribute to the wider world.

Five key themes underpin our curriculum and are determined through
our Mission Statement.
Five Key Themes
Identity and Diversity
Governance and Law
Human Rights and
Social Justice
Globalisation and Interdependence
Sustainable Development
These five key themes are incorporated into our learning dispositions domains
below :-
Incorporated skills/ learning dispositions

 Empathy

 Collaboration

 Encourage each other with positive comments
 Partner work


 Engagement/perseverance
 Resilience

 Through WOW events

 Use of children’s
interests/ quizzes/ games

 Trial and improve


 Problem solving
 Flexibility
 Creativity
 Time to
investigate own
 Use of a variety
of methods
 Challenges


 Communication
 Listening
 Build vocabulary
 Opportunities to speak- drama /dance/circle time/partner talk
 Time to express themselves


 Risk taking
 Independence
 Praise and
 Reassurance
 OK to be wrong /make mistakes(adult modelling)
 Provide opportunities
 Direction to helpdesks/working walls
 Scaffolding
strategic steps
 3 before me
 Reinforcement
about ownership

Our curriculum has been designed so that key learning is embedded,
using learning opportunities and assessment milestones for each year
group. Embedding key learning, knowledge and skills are at the heart of
sequences of lessons that have a final project outcome. The created
sequences promote the learning dispositions and domains with an
understanding of global and international themes. We design sequences
of lessons across the curriculum. We use a teaching backwards
approach. At the heart of teaching backwards is a thinking process
that enables our teachers to plan and teach from a clear and well defined destination. The teaching backwards approach is a learning journey that starts with a clearly defined end in mind.
We have placed a great importance upon enriching children’s
vocabulary. Learning is social experience therefore, our teaching
sequences promote richly dialogic contexts that support collaboration
and the six key themes and learning domains.
A one page profile has been created by each subject lead, which
provides a snapshot of what their subject looks like through the key
Therefore our planning Curriculum Drivers are:
 Enquiry
 Literacy and Communication (including digital)
 Physical Well Being
 Creativity
 Finance and Enterprise
We use regular triangulation monitoring to gauge the impact of our
curriculum design. Leaders at all levels, walk, talk and provide
feedback with children, staff and Governors.
Our staff use formative assessment rubrics to assess what the children
know, progress made and support future planning.
We set our monitoring cycle at the beginning of the year with “Deep”
and “Shallow” dives by all Subject Leaders. SLT and Governors across
the Autumn, Spring and Summer term
The impact of curriculum is to ensure that our children’s attainment
and progress are in line with or exceeding their potential. We use
national data (when available), Milestones and KPIs and monitoring
Our curriculum develops children who fulfil our Gospel Values and
who are future world citizens.
Our curriculum dispositions and learning domains enable children to
learn with resilience and determination.
Our children will know how to make decisions for the right reasons and to be able to decide right from wrong.

Year Group Curriculum Year Group Maps 

Yr 1 Curriculum Map 2020-2021

Yr 2 Curriculum Map 2020-2021

Yr 3 Curriculum Map 2020-2021

Yr 4 Curriculum Map 2020-2021

Yr 5 Curriculum Map 2020-2021

Yr 6 Curriculum Map 2020-2021

Curriculum Statements of Intent 

Art Intention Statement

Computing Statement of Intent

DT Statement of Intent

Eco Statement of Intent

Geography Statement of Intent

History Statement of Intent

MFL Statement of Intent

Music Statement of Intent

PE Intention Statement

Science Statement of Intent

SMSC Statement of Intent

Curriculum Milestones 

Art and Design 2020

Computing 2020

Design Technology 2020

Geography 2020

History 2020

MFL 2020

Music 2020

PE 2020

Science Curriculum Map 2020


If you would like to find out more about the curriculum our school is following then please contact Ms M Trayer (Deputy Headteacher) on 0151 477 8400.

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