How our curriculum is taught and assessed in order to support pupils to build their knowledge and apply that knowledge as skills
Our core curriculum is designed to be both challenging and incremental, with pupils revisiting skills throughout the year to both consolidate and build upon their prior understanding. The use of progression documents in both writing and mathematics ensure pupils acquire knowledge in an appropriate order without unnecessary repetition.
Long term planning is populated with Prime Learning Challenge questions to which teachers assign appropriate text-types and foundation subjects within the National Curriculum. In order to ensure coverage of the National Curriculum, medium term planning is produced for each individual Prime Learning Challenge which details the specific subject areas covered and how knowledge, skills and understanding are developed progressively over series of lessons. In addition to this, curriculum coverage documents enable the tracking of curriculum aims and ensure all subject specific content is not only covered, but returned to across the academic year; this ensures pupils are supported in remembering long term the knowledge and skills they need for the next steps in their learning journey.
Progression across our Early Childhood Education Centre is ensured through the use of our Being Me document, which informs teachers’ planning of learning opportunities. These include both teacher-led activities and the use of carefully constructed areas for independent exploration within the learning environment. Teachers continue the incremental approach to learning within lessons by imparting knowledge and tackling misconceptions through the school’s episodic lesson style. Verbal feedback is a key approach taken by class teachers and centres on higher order questioning. Teachers model for pupils using a range of methods, but this is predominantly achieved through use of a visualiser so both teachers and pupils can share work which directly reflects planned learning tasks; thus maximising the impact of this practice on pupil progress.
Assessment is an ongoing process used within classes to identify next steps in learning so planning can be adapted. Teachers frequently move around the classroom to provide feedback at tables whilst pupils are working; however, where necessary, guided group work may be used to tackle a particular area of difficulty for targeted pupils. Teaching and learning support staff form an integral part of formative assessment and assist teachers in identifying what is working within lessons and what needs addressing to secure pupil progress. Additionally, across our Early Childhood Education Centre, observations of learning witnessed by teaching and learning staff are recorded against the outlined development milestones contained in our Being Me document to produce a developing picture of the whole child as a learner.