We believe that the purpose of education is to bring about human flourishing.
We believe that to do this, our curriculum should be broad and balanced; it should build knowledge, encourage independence, curiosity and creativity; produce collaborators, innovators, leaders and, above all, it should help our children to feel personal fulfilment and understand how to make the world a better place.
Structure and Organisation:
Our curriculum is organised into three areas, ‘Discover’, ‘Explore’ and ‘Create’.
Central to the curriculum are Core Skills that underpin our approach:
Basic skills are taught explicitly throughout school. Active Learning and Creative Thinking represent the by-product of an effective curriculum – we aim to create the conditions where these skills can grow and develop.
We work across three terms, which allows us to explore areas of the curriculum in greater depth. In the autumn term, the main theme is History; in the spring term, Geography, and in the summer term, we focus on the Arts.
A knowledge rich curriculum:
Our curriculum is knowledge rich. It balances propositional knowledge with procedural knowledge and recognises that they are intrinsically linked and interdependent.
Propositional knowledge is drawn from the National Curriculum. Within individual subjects, categories of knowledge are identified to ensure broad coverage across school. These are sequenced carefully across classes to ensure that all children receive their full entitlement to national curriculum content – see ‘Curriculum Overview’ documents.
Procedural knowledge is mapped and sequenced in skills progression grids and Medium Term Planning documents (MTPs). Using a SOLO taxonomy approach, knowledge is vertically and horizontally integrated whilst also allowing a mastery approach within year groups to ensure depth across the curriculum.
Curriculum planning: A pedagogy of possibility
We believe that our children deserve inspirational learning opportunities. Curriculum planning ensures that children are immersed in broad and multi-layered projects which lead to authentic outcomes. They are challenged to work creatively whilst deepening their knowledge and understanding within distinct subject disciplines.
We believe that assessment is central to curriculum design and delivery. It is a dynamic process that is used to decide where learners are in their learning and where they need to go next.
The SOLO taxonomy model is used for Science and most foundation subjects - it is an approach to pupil progression that emphasises high expectations for all. We use formative methods to assess pupils developing understanding throughout the learning process, and summative assessments that focus on ‘threshold concepts’: key indicators that relate to a transformed view (or depth of understanding) within each subject discipline.
We believe that a broad and balanced curriculum extends beyond the classroom. We tailor and adapt our curriculum to meet the needs of our community, and in doing so, provide a wealth of experiences throughout their time at school.
We are committed to ensuring that all our children have the opportunity to…
The curriculum structure allows continued innovation and development. Research is used to inform practice, and high levels of reflectiveness throughout school lead to a shared commitment to continued development.
For further information about our approach to curriculum, please contact school.