ASPIRE is an aspirational curriculum and school vision that empowers children to flourish in their academic, personal and social learning. Within our broad and balanced ASPIRE and PSHE curriculum, we are able to nurture and support the spiritual, moral, social and cultural (SMSC) development in young children and promote fundamental British values in young lives. We support children to develop the knowledge, skills and understanding they need to lead confident, healthy and independent lives, and become responsible citizens. We recognise that our school vision is crucial to this learning and should be at the heart of whole-school development. ASPIRE has been carefully crafted to ensure that all children are equipped to thrive both in school and the wider world.
At Shoreditch Park we know that having a positive learning disposition is as important as a strong academic foundation. Therefore, we are teaching our children to embrace learning with excitement and enthusiasm so they are ready to take on challenges without fear of failure. ASPIRE is built around 6 strands that support our children socially, emotionally and academically. Evidence shows that well-delivered PSHE programmes have an impact on both academic and non-academic outcomes for pupils. The ASPIRE curriculum is planned to suit the needs of our pupils to ensure that they are well equipped to be socially, emotionally and academically prepared for the future. ASPIRE is embedded in all aspects of our school life.
A positive learning disposition is what we want for every child at Shoreditch Park; the ability to face challenges and make progress. We believe every child has the ability to achieve this. Our children ASPIRE towards their goals.
ASPIRE stands for:
Achievement - We want our pupils to develop high aspirations and set themselves challenging goals. We feel it is important to instil the confidence and determination to achieve these goals.
Self-awareness - We encourage our pupils to know themselves better; both their strengths and weaknesses in order to identify where they should celebrate success and where they need to strive to develop further.
Pride - We encourage our children to develop a sense of pride in themselves. This means being punctual, attending school every day, taking pride in their uniform and appearance, presenting their work to high standards and having pride in their behaviour.
Inclusion - We aim to help children understand that everyone has the right and the capacity to achieve no matter the challenges they may face. This is the belief that every child can succeed.
Respect - We want our pupils to understand that respect is not just shown to other people but also to themselves, the wider community and our environment. It is about being polite and courteous but also about developing moral principles and sticking to them.
Enquiry - This is about being ambitious learners who are not afraid to ask questions and to steer their own learning journey. We help children to develop into active learners who are engaged and proactive.
The ASPIRE curriculum is taught in a 3-year cycle which is reviewed yearly to ensure it covers any current priorities. For example, in 2020 we have adapted the curriculum to include Self-Awareness in relation to Covid-19, and wellbeing linked to school closure.
Aspire lessons are taught for 1 hour per week and our PSHE curriculum is covered within these lessons. Every strand of Aspire is taught explicitly, with a new focus each half term. More details of each half term focus can be seen on the ASPIRE curriculum map.
The six values of ASPIRE are taught using story books as a stimulus and create opportunities for pupils to ink what they are learning to real life experiences. Outcomes from lessons are displayed on ASPIRE working walls in each classroom, and photo/video evidence is used when appropriate. Medium term plans are completed each half term to ensure that the learning is differentiated and links are made to safeguarding, British Values, Rights Respecting and SMSC events.
ASPIRE permeates all aspects of our curriculum and daily routine. It is visible in all classrooms and is used across the curriculum to enhance outcomes in all lessons. For example, a teacher may refer to Enquiring Ebony to support dispositions in a maths problem solving activity.