Our Trust Curriculum - Lunar

The Three Saints Academy Trust have created a bespoke curriculum for the children in all its schools. The LUNAR curriculum’s Intent, Implementation and Impact s described below. Further detail can be found in the year group curriculum maps on class pages.


Curriculum Aims

  • Develop Life-skills which promote a love of learning
  • Grow an Understanding of ourselves, each other and the world
  • Nurture curiosity and creativity which feed the imagination and increase knowledge
  • Cultivate Aspiration through motivation and self-belief
  • Instil Resilience, independence and other personal attributes


The purpose of the Lunar Curriculum is to equip pupils with a set of relevant personal, learning and thinking skills (Personal Development Skills) needed for success in learning and life. The Lunar Curriculum will focus upon the skills below:

  • Independent enquirers
  • Creative thinkers
  • reflective learners
  • Team workers
  • Self-managers
  • Effective participators and communicators



Curriculum Principles

  • In line with Mastery Learning, we will focus on depth before breadth in every subject area so that pupils can attain proficiency and study the curriculum with confidence
  • Progress means Knowing and Remembering powerful, transferrable and carefully sequenced knowledge
  • Teach pupils Personal Learning and Thinking Skills so that they become successful and motivated learners, confident individuals and responsible citizens
  • Cultivate Collaborative Learning so that pupils develop social skills, practise interacting with others and enjoy learning
  • Endorse high-quality Project-Based Learning so that pupils are motivated by real purposes and real audiences and beautiful work is created
  • Promote Feedback which allows pupils time to engage, reflect and review – including peer and self-evaluation so that they are capable of improving their own learning
  • Ensure that Oracy is at the heart of the curriculum so that our pupils are able to express themselves fluently, grammatically and confidently
  • Develop Social and Emotional Learning so that our pupils are self-aware, foster positive relationships and achieve personal wellbeing
  • Participate in The Arts so that our pupils develop artistically and creatively
  • Provide an Experience-Rich Curriculum so that our pupils can pursue personal interests and talents
  • Digital Technology is used effectively and creatively so that pupils are digitally fluent and equipped for life in the 21st Century
  • Enable our children to Demonstrate Learning in Different Ways – not always pages in an exercise book but photographs, posters, products, presentations and performances
  • Foster a Growth Mindset in our pupils so that they have the strength of character to persevere


What does the Lunar Curriculum look like (the Non-Negotiables)?

  • English, Maths, Science, Music, MFL, Computing, PSHCE and RE are taught discretely in line with our aims and principles however cross curricular links are explicit, ensuring that pupils are able to make connections with the real world
  • Geography, History and Design and Technology are taught through topics and themes
  • Art and Design is usually taught through the study of an artist, however strong cross-curricular links within topics are exploited.
  • Three artists are studied by every year group. Three lessons will be devoted to learning about the life and works of each artist.
  • PE is delivered twice weekly, sometimes by a specialist sports coach
  • SMSC and fundamental British Values are taught across the Lunar Curriculum, in various topics, as identified on teacher’s planning.
  • Lunar topics are flexible and not always time framed. However topics are usually taught in a block. Likewise, although there is a broad overview of Lunar topics to be covered, teachers can capitalise on current affairs and significant worldwide events to capture’s pupil interest and create different shorter topics where appropriate
  • Sequences of lessons are not set in stone and the direction of travel is determined by continual assessment, feedback and the needs and interests of the children
  • Personal Development Skills are an integral part of the Lunar Curriculum. Opportunities for children to develop these skills permeate the entire Lunar Curriculum, as well as within every topic. The Personal Development Skills fostered and taught are identified within planning and evidenced within the children’s work.
  • Personal Development Skills Posters can also be seen in every classroom. These are referred to by the children and teachers within every lesson.
  • The lesson Key Learning Objective is made clear on each piece of work (SKS - Subject, Knowledge, Skill). Teachers use their professional judgement regarding the format of this.
  • Oracy lies at the heart of every Lunar topic. To this end an oracy opportunity features in every topic. Three oracy opportunities are formally assessed every academic year.
  • There is evidence of ‘writing across the curriculum’ within every Lunar topic. There is a minimum expectation of at least one piece of cross-curricular writing during Lunar Focus Weeks, and three pieces of cross-curricular writing within a topic. Where these ‘writing across the curriculum’ lessons take place, these lessons take place within English lessons, however the work is completed within the Lunar Book. Writing could be any genre appropriate to the topic (but there is a balance across the course of the year). The writing skills leading up to the final piece of writing are also taught in English lessons but this work is entered into the children’s English book, only the final piece is found in the Lunar Book.
  • Every lesson is evidenced in the child’s Lunar Book. Evidence need not be onerous and may include the following (this list is by no means exhaustive):
  • Written task/ activity sheet in book
  • Self-reflection/ account of an experiences e.g. assembly. This could be in an appropriate form e.g. questionnaire, thought bubble
  • Annotated photographs
  • Cross Curricular Stickers (inc. SMSC, fundamental British Values, subjects)
  • QR Codes that links to video footage
  • Group feedback sheets
  • All topic work that is a part of a series of lessons is evidenced in the front of the Lunar Book. Any evidence that is linked to a discrete lesson/ experience (e.g. an assembly, focus day), to avoid breaking up the work in an ongoing though a topic, is situated in the back of the Lunar Book.
  • Any work that cannot be evidenced in the children’s Lunar Book is evidenced in the class Lunar Curriculum Portfolio. This is the only portfolio that classes have. The portfolio contains all learning linked to SMSC and fundamental British Values.
  • Classrooms are a busy and constructive place of learning. Evidence of children’s current learning and work in progress within Lunar topics can also be found on the classroom Lunar Working Wall. There is a specific structure in place for this display.
  • Parents are encouraged to share with school evidence of their child continuing or sharing learning at home. They can do this in any way they wish, including both paper and electronic Tweets. Tweets are stored and made into video footage which is shown on electronic signage around school.
  • The views of parents about their child’s learning and development is actively sought. This is achieved is a variety of ways including evaluations/ comment slips after events, Mentoring and Pupil Profile comment slips, survey monkey questionnaires and so on.
  • Children’s progress in Geography, History, Design and Technology and Art and Design is formally assessed using Assessment Trackers three times a year (once a term).



The impact of the Lunar Curriculum on increased knowledge and skill development is evidenced through scrutiny of the children’s work and displays, pupil voice and assessment records.

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