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