How is our curriculum organised?

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How we cover the National Curriculum by Year Group:

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And we cover knowledge and skills like this:

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Although we have a set ‘core curriculum’ that is teacher organised, children’s interests will steer the direction of the project. For instance they may choose Roman food and gladiators after being introduced to the topic of Romans. The teacher then takes responsibility for providing age appropriate and challenging content and activities

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• We organise the content in to three broad areas across the year, giving teachers flexibility to follow current areas of interest and follow the interests of children too.

  • Term 1 & 2 – Discover - History & Science

  • Term 3 & 4 Explore – Geography, DT & Science

  • Terms 5 & 6 Create – Art, Music, Dance, Drama, 

• Oracy & PSHE provides a backbone through all learning and planning.

• Reading is taught discreetly focusing on skills but also layered through all we do.

• As with Reading, Writing skills are taught discretely with at least three opportunities a day to write. 

• Our curriculum is enriched by Outdoor learning, Village days, Residentials, visitors, events, competition, speakers etc and all can be used as a ‘hook’ for learning

 

Teachers role

• Work with teacher partners and year group staff to plan engaging content with flexibility to follow children’s interests while covering the National Curriculum

• Plan, teach, mark and evaluate with the children

  • Plan for all abilities, using pedagogy such as ‘worked examples’ and  ‘wagolls’ (what a good one looks like https://www.literacywagoll.com/)  to ensure independence and resilience while using teaching and learning time effectively

  • Teach in close liaison with teaching partner supporting each other to achieve the best outcomes

  • Mark in close liaison with teaching partner and conferencing with children to address misconceptions and build on secure learning

  • Evaluate with children utilising Oracy skills then feeding back strengths and areas for development to leaders

• Maintain high expectations of presentation in all books

• Build and maintain a quality teaching environment following expectations (attached)

 

Curriculum leaders role

• Organise the content of the curriculum to ensure children have opportunities to revisit, practise and repeat learning which is essential to deep learning

• Stimulate teachers to see and engage with these opportunities while ensuring the subject is given a suitable profile in the school

• Monitor the work of teachers while coaching and encouraging them

• Have a thorough understanding of skills progression in your subject for all years

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Senior leaders role

• Support curriculum leaders to play their role and provide resources for them to do so

• Monitor the work of curriculum leaders and teachers while coaching and encouraging them

• Monitor standards across the school ensuring that timely modifications are made to ensure pupil and teacher success