- Our curriculum is built on the research that learning is a change to long-term memory. Therefore, we have designed our curriculum to ensure that children revisit and review key elements of learning over time, with the aim being that it will stick.
- Our curriculum model takes into account children’s starting points and individual needs. It is underpinned by a commitment to our core values.
- We aim for our children to sustain their knowledge, skills and understanding over the long-term. Therefore, we make links across and within year groups so that learning is built upon and connected.
- Curriculum drivers shape our curriculum breadth. Our drivers are based on the needs of our children and community. Currently, our drivers are communication and language, aspiration and ambition, personal development and exploration and engagement with the wider world.
- Cultural capital gives our students the vital background knowledge required to be informed and thoughtful members of their community. We plan in opportunities across a range of literature and experiences, both within the locality an beyond.
- Our foundation curriculum is taught through topic themes, whilst maintaining subject-specific content. There are Big Ideas across subjects which link learning from year to year.
- Big Ideas are explored in a wide breadth of topics and enable pupils to build on what they already know.
- Knowledge mats are used as a tool to revisit previous content focussing on vocabulary and key concepts.
- Curriculum drivers are addressed through a range of teaching styles and approaches. Currently, these include:
- Personalised learning programmes
- Oracy Education
- Read, Write, Inc programme for the teaching of reading and phonics
- Basic skill focus across EYFS and Y1
- Vocabulary development (tier 2 and tier 3)
- Career-related learning
- A strong focus on the arts, trips and visits
In order to measure the impact of our curriculum model, we:
- Look at pupils’ work over time to see the links they are making through Big Ideas and speak regularly to pupils about the links they are able to make across themes.
- Use lesson observations and learning walks to see if the pedagogical style in classrooms supports children to know key subject-specific information and use this to make links with prior learning.
- Make termly assessment judgements across the curriculum.