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Curriculum (Overview)
Rationale
Intent: To create a meaningful and exciting curriculum that promotes high aspirations driven by an intrinsic curiosity of the world. To become kind and respectful global citizens who have an ever-increasing understanding of their community and the world around them. Our curriculum will develop children’s problem-solving skills along with their resilience and they are encouraged to embrace their mistakes and learn from memorable learning experiences.
Our global learning themes underpin our curriculum:
- Diversity and inclusion
- Global citizenship
- Peace, war and conflict
- Festivals
- Climate change
- Fair trade
- Sustainability
- Disasters
- Animal welfare
- Refugees
Implementation:
- Metacognition plays a pivotal role within our sequences through explaining and reasoning, thinking about evidence, evaluating and making judgements or decisions.
- Our children will have access to high quality provision and exposure to ‘higher level thinking skills.’ By using the framework of Bloom’s Taxonomy, the goal is to move students from lower- to higher-order thinking.
- Through deeper thinking and reflection children are able to make links between topics so they are learning to think systematically. Teaching children how to reflect, explain, justify, question is key to lesson design.
- To reduce cognitive load our curriculum contains subject-specific knowledge defined by clearly sequenced learning journeys. We recognise that’s learning is defined as an alteration in long-term memory. If nothing has altered in long-term memory, nothing has been learned.
- Question stems are linked to the Bloom’s verbs and provide a focus for each taught session in the learning journey. As the question stems are an integral part of the teaching sequence, pupils are exposed to ‘deeper thinking’ throughout the composite rather than just through the final task of the learning journey. This provides pupils with ample opportunities to demonstrate a deeper understanding and embed the skills needed to be successful in the final outcome.
- Feedback is integrated into our curriculum design and a range of feedback types are provided throughout the sequences. Provocative prompts are used to deepen the connection with the learning and encourage children to reflect at a deeper level.
- We use regular and robust triangulated monitoring to gauge the impact of our curriculum design. Leaders at all levels review learning, talk with our children and provide feedback to move practice forward.
Curriculum Assessment
Impact:
- We ensure that our children’s attainment and progress are in line, or exceeding, their potential. We measure this using national data (where appropriate), our curriculum maps and monitoring evidence.
- Our curriculum ensures that we develop well-rounded citizens with a clear understanding of values such as compassion, responsibility and friendship. Our new curriculum addresses negative stereotyping through investigating similarities and differences, and promoting acceptance, diversity, citizenship and human rights.
- Our children will be motivated by a strong personal sense of morality. They will be able to make sense of an increasingly globalised, complex and rapidly changing world. They will make decisions for the right reasons and in the best interests of our community. The children are more confident in speaking about current issues through collaborative learning activities. They will be able to decide what is right and what is wrong and will be resilient to the influence of others. The children develop an awareness of how their own actions can impact others and the wider community. They will go out into the world and make a difference in their own life and to others.
- Learning dispositions are developed which leads to success both now and in the future. Children demonstrate greater levels of resilience, motivation and a growth mind set when faced with different types of challenge. They develop attitudes and dispositions to make a positive contribution to the world.
To view our National Curriculum Progression please click here
Mastery
Depth of Learning
| Curriculum Long Term Plan Cycle B |
| EYFS |
|---|
| EYFS Timetable |
| EYFS Aims and Expectations |
| Helping Your Child with Reading - Panda Class |
| Phonics Learning to Read |
| Key Stage 1 |
|---|
Year 1 Timetable |
|
Year 1 End of Year Expectations Yearly Curriculum Overview Year 1 |
|
Year 2 Timetable Year 2 End of Year Expectations Yearly Curriculum Overview Year 2 |
| Whole School |
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| Useful Acronyms |
For further information on the curriculum followed by all year groups please contact the Headteacher.
Or you may access details of the full National Curriculum HERE