Curriculum Implementation
This is how the curriculum is implemented: ? We use a bespoke curriculum designed in each subject with schema being followed or elements taken from schemes in some subjects. ? Discrete teaching of skills and knowledge ensures subject disciplines are strong. ? Children use prior experiences to then build on new skills. This is done through retrieval practise. ? The acquisition of skills and knowledge is practised and applied (Either in books or where work is practical, it may be evidenced on the Seesaw app). ? Opportunities are provided for both independent and collaborative work ? Lessons have planned reading opportunities within them. ? Vocabulary development is included within lessons. ? Children are exposed to professionals and events that are significant in specific subjects to enable strong cultural capital. ? Where possible, work alongside the local community to link with local shops, church, families, other schools, professionals, celebrations and events to further enrich the children's experiences of the different subjects. ? Extra-curricular clubs are offered to further prompt a passion and curiosity for continued learning.
This is what adults do: ? Take account of the children’s starting points and build on what they already know. ? Positive modelling within subject areas, encouraging an environment where everyone is successful. ? Model and scaffold new learning ? Explicitly model how to evaluate and analyse work. ? Create a learning environment rich in resources that support learning. ? Monitor progress. ? Model appropriate use of vocabulary. ? Engage in CPD to ensure subject knowledge is good. ? Regular retrieval practise of previous learning and effective questioning to ensure learning is memorable.
This is how we support and ensure access for all children: ? The curriculum is equitable and appropriate for all groups of children ensuring full access and parity for all. ? Small group/1:1 adult support given where required. ? Classrooms demonstrate inclusive practice. ? SEND plans (including reasonable adjustments, learning passports, SEND Profiles and EHCP) are followed. ? Intervention is planned for to support those that are not on track. ? A range of equipment and resources are available to ensure success for all pupils. ? We use teacher and self-assessment to quickly identify any child who requires additional support in specific skills.
This is how we challenge: ? Identify and account for prior knowledge ? Adaptation (breadth) of outcomes is planned for ? Provide less modelling and scaffolding ? Through the level of questioning ? Include more complex terminology ? Encourage children to take a different viewpoint ? Small group or 1:1 feedback to further challenge ? Open-ended tasks ? Encouraging self-evaluation and testing of ideas ? Peer learning |