Curriculum Information

Intent

Our aim is to provide an excellent education for all our pupils; an education which brings out the best in all of them and prepares them for success in life. Our curriculum is designed to provide children with the core knowledge they need for success in education and later life, to maximise their cognitive development, to develop the whole person and the talents of the individual and to allow all children to become active and economically self-sufficient citizens.

We are an inclusive school and provide increased opportunities for disabled pupils to participate in the curriculum by creating an inclusive educational environment that accommodates diverse learning needs. We offer multiple means of engagement, representation, and expression. Our teaching materials are made accessible through braille, large print (if child requires). Additionally, we train our teachers to differentiate instruction and adopt flexible teaching strategies to address the unique challenges faced by disabled pupils. We collaborate with special education professionals, parents, and the students themselves to tailor support effectively and foster a sense of belonging and participation in all aspects of school.

By teaching our curriculum well we develop pupils’ cultural capital: “the essential knowledge that pupils need to be educated citizens, introducing them to the best that has been thought and said and helping to engender an appreciation of human creativity and achievement.” (DfE National Curriculum, 2014)

We draw on Michael Young’s distinction between ‘the knowledge of the powerful’ and ‘powerful knowledge’: “Powerful knowledge ensures that people are not trapped by the limits of their experiences.” Yet we also want all pupils to be able to see themselves in our curriculum. Our 2020-21 review into the Diversity and Inclusion of our curriculum included a commitment to this dual function of curriculum: that all pupils see themselves in our curriculum, and our curriculum takes all pupils beyond their immediate experience. This, and the other guiding principles for our curriculum, are stated here:

• Entitlement: All pupils have the right to learn what is in the United Learning curriculum, and schools have a duty to ensure that all pupils are taught the whole of it.
• Coherence: Taking the National Curriculum as its starting point, our curriculum is carefully sequenced so that powerful knowledge builds term by term and year by year. We make meaningful connections within subjects and between subjects.
• Mastery: We ensure that foundational knowledge, skills and concepts are secure before moving on. Pupils revisit prior learning and apply their understanding in new contexts.
• Adaptability: The core content – the ‘what’ – of the curriculum is stable, but schools will bring it to life in their own local context, and teachers will adapt lessons – the ‘how’ – to meet the needs of their own classes.
• Representation: All pupils see themselves in our curriculum, and our curriculum takes all pupils beyond their immediate experience.
• Education with character: Our curriculum - which includes the taught subject timetable as well as spiritual, moral, social and cultural development, our co-curricular provision and the ethos and ‘hidden curriculum’ of the school – is intended to spark curiosity and to nourish both the head and the heart.

Implementation

All lessons are crafted around Barak Rosenshine’s ten Principles of Instruction:

1. “Begin a lesson with a short review of previous learning.” Every lesson begins with a review of prior knowledge (usually prior knowledge from the unit, and/or knowledge from elsewhere in the curriculum that is required to access the new learning).
2. “Present new material in small steps with student practice after each step.” The EYFS-KS2 curriculum has been sequenced so that pupils encounter new knowledge and concepts in small steps, and revisit them frequently to review and deepen their learning. Pre-learning quizzes check that pupils have prerequisite knowledge before beginning a new unit, ensuring that new content is only one small step. Each lesson is also broken down into small steps, with teacher input and explicit practice in each one.
3. “Ask a large number of questions and check the responses of all students.” Every lesson includes questions that allows teachers to check the understanding of pupils and deepen pupils’ understanding.
4. “Provide models.” In every lesson, teachers model processes and tasks, thinking aloud to support pupils’ learning.
5. “Guide student practice.” Pupils are given time to process new information with opportunities for discussion and speaking (e.g. ‘Timed Pair Share’ and ‘Take It In Turns To’) or short recall questions. Scaffolding is provided as appropriate to support and guide pupils.
6. “Check for student understanding.” Each lesson is divided into steps, and teachers check understanding of all pupils of each step before moving on.
7. “Obtain a high success rate.” By presenting material in small steps and providing models and ample guided practice, pupils master content and achieve a high success rate. Concepts are developed further for higher attainers by increasing the depth of challenge, not the breadth of new content.
8. “Provide scaffolds for difficult tasks.” Teachers develop and use scaffolds purposefully; they provide specific support for specific pupils for specific tasks – and are only used as required.
9. “Require and monitor independent practice.” Pupils are given opportunities to practise independently in every lesson, after teacher modelling and explanation and guided practice.
10. “Engage students in weekly and monthly review.” The curriculum is designed so that pupils regularly review learning within and across subjects repeatedly.

The curriculum provides opportunities for pupils to practise reading, writing and oracy across the curriculum.

• Pupils implicitly and explicitly review age-related writing objectives when writing across the curriculum.
• Opportunities for extended, scholarly writing across the curriculum give pupils meaningful opportunities to apply their subject knowledge and writing skills.
• An oracy framework provides a progression from EYFS to Year 6 and beyond, and lessons use strategies like ‘Timed Pair Share’, ‘Take It In Turns To’, sentence stems and ‘Prep Talk’ to ensure that pupils have opportunities for both exploratory and presentational talk.

Impact

The careful sequencing of the curriculum – and how concepts are gradually built over time – is the progression model. If pupils are keeping up with the curriculum, they are making progress. The most important assessment in most subjects is formative assessment.

In general, this is done through:

• Questioning within lessons. Teachers check understanding and fill gaps and address misconceptions as required.
• Pupil conferencing with books. Subject leads and SLT talk to pupils about what they have learnt – both substantive and disciplinary knowledge – and how this connects to the vertical concepts that they have been developing in previous years and other subjects.
• Post-learning quizzes at the end of each unit. These give teachers an understanding of the knowledge that pupils can recall at the end of the unit, and are used to identify any remaining gaps to be filled.
• Pre-learning quizzes at the start of each unit. These assess pupils’ understanding of the prior knowledge that is required to access the new content in the unit. These are used to identify gaps to be filled prior to teaching the new unit.
• Summative assessments take place in Reading, Writing and Mathematics, and results are shared across United Learning to help us understand the progress of our pupils compared to others. In the wider curriculum, post-learning quizzes and extended scholarly writing opportunities are used summatively as well as formatively.

Further Information

The national curriculum sets out the programme of study and attainment targets for subjects at all key stages. 

The complete framework and individual versions of the curriculum for primary and secondary key stages can be found here