Curriculum

We intend to deliver a curriculum for all children across the Federation which:

• Ensures that children learn about the culture, traditions and history of the people who live in Britain so that they are well prepared for their next steps as successfully and engaging citizens
• Supports children to have high aspirations for their future and develop a sense of personal pride in all that they achieve
• Progressively builds and develops children’s understanding of knowledge and skills across a broad range of subjects whilst supporting them to be able to transfer these in a way that aids connectivity from one area to another
• Enables children to be able to articulate their learning in a confident and knowledgeable way
• Empowers children to achieve their full potential across all subjects
• Teaches children to manage their own behaviour effectively in order to access the full range of learning available to them
• Supports children to achieve in an equitable way thus minimising the impact of barriers to learning

All schools must implement the National Curriculum.

The environments across the Federation are accessible and challenging in equal measure. The Curriculum is both aspirational and inclusive, equipping children with the necessary skills to become independent learners through an inspirational curriculum which is creative, purposeful and disciplined. Barriers to learning which can hinder rates of progress are quickly identified, as equally those children who are working at a mastery level are challenged at a greater depth.

Across the Federation high quality assessment and feedback is used to identify gaps in learning and rapid progress is sought through the use of appropriate interventions of teaching, and where needed, early help support and provision to support the health and welfare of children and their families.

For some children the barriers to learning may be as a result of more complex, physical or developmental delays and require additional advice, support or resources. In partnership with parents and a range of other agencies, we identify and assess any underlying special educational needs and work within a multi-agency framework to secure the right provision where necessary.

Implementation

Our curriculum is underpinned by systematic assessment which supports teachers to identify any misconceptions and gaps in learning which are then swiftly addressed. In the case of new learning, teachers ensure that that time is given for practice and regular recall. Children will be supported to articulate their learning, receive verbal and written feedback and be encouraged to re-connect and relate this to previously learned skills and concepts. This will ensure that children are fluent in skills and concepts taught, allowing them to confidently reason, think and apply their learning across all areas.

The curriculum is a carefully crafted progressive model which builds upon learning for all children. Woven through the curriculum are a range of diverse and enriching experiences which include residential visits, local visits, use of high quality resources.

Impact

Leaders continually engage in the process of monitoring and evaluating the achievement and progress of each child as they move through the school. A range of systems support this process which include:

• A teacher assessment framework which includes the use of high quality marking and feedback, regular conferencing and discussion with children
• Regular book sampling to identify good progress and high quality learning
• Analysis of summative data matched to national benchmarks
• Regular monitoring of lessons by leaders to ensure that the delivery of content is designed appropriately to support and progress the learning of individuals
• Working in partnership with parents to share aspirations for and with their own children

Further information about the curriculum can be found on the web pages for each school.