Curriculum Overview

Curriculum Intent Statement

Our curriculum is designed to equip all children with the knowledge, including skills, that will enable them to be successful and creative in their future lives. Our curriculum is underpinned by the basic principles that:

  1. Learning is change to long-term memory
  2. Our aim is to ensure that our pupils experience a wide breadth of study and that they have a long-term memory of an ambitious body of procedural and semantic knowledge.

Our curriculum has been developed using the Chris Quigley 'Essentials Curriculum'. 

Our Curriculum Model:

Our curriculum breadth is shaped by our subject topics and our ambition for our pupils to study the best of what has been thought and said by many generations of greats. Our Cultural Capital and strong links with our Christian foundation gives our pupils vital background knowledge that they need to be informed to enable them to be involved positively within the communities they live and understand the British Values.

Our long-term plans have been organised into subject topics – these are the specific aspects of the subjects that are studied.

Threshold concepts tie together the subject topics into meaningful schema. The same subject specific concepts are explored and revisited in a wide breadth of topics. Our curriculum has been designed to allow for ‘forward and backward engineering’ which means that the children revisit the same concepts frequently which in turn leads to a gradual build understanding of them.

For each ‘Threshold Concept’ there are three milestones, which included the procedural and sematic knowledge needed to understand the threshold concept. This provides our progression model.

Within each ‘Milestone’, students gradually progress in their procedural fluency and semantic knowledge through three cognitive domains: basic, advancing and deep. The goal for our pupils is to display sustained mastery at the ‘advancing’ stage of understanding by the end of each milestone and for the most able to have a greater depth of understanding at the ‘deep’ stage. The time-scale for sustained mastery or greater depth is, therefore two years of study.

Also as part of our progression model we use POP tasks (Proof of Progress) which shows our curriculum expectations in each cognitive domain.

 

Please find below links to 'Class Overviews' for all year groups in Fir to Oak Classes. These provide a summary of the curriculum that will be taught for the term ahead, covering all subject areas. You will also find a more detailed overview of our Maths and English (including phonics) Curriculum, as well as a glossary to explain some of the terminology that we teach. 

They are designed to inform children and parents of the topic areas being covered. This enables children to undertake independent work related to the themes being covered if they wish and also for parents to support their child throughout the term. If you would like any further information about the curriculum please ask your child's class teacher. 

Please click on the links below for the Class Overviews for the Autumn Term 2021:
 

 


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Summer Term 21
Summer Term 21

Autumn Term 21
Curriculum Overview Autumn 21

Spring Term 2021
Termly Overviews

Autumn Term 2020
Termly Overviews

1. Autumn Term 2019
1. Autumn Term 2019

1. Spring Term 2020
1. Spring Term 2020

2. Spring Term 2019
2. Spring Term 2019

1. Summer Term 2019
1. Summer Term 2019

3. Autumn Term 2018
3. Autumn Term 2018

4. Summer Term 2018
4. Summer Term 2018

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