Our Curriculum Vision Statement:
Our curriculum has been designed to cover all of the skills, knowledge and understanding as set out in the National Curriculum. We then enhance the National Curriculum by ensuring that it relates to our locality and the heritage of our pupils. In addition, we enrich learning through providing a range of opportunities, visits, visitors and experiences that build meaningful and real-life learning. To ensure that pupils develop secure knowledge, skills and understanding that they can build on, our curriculum is organised into a progression model that outlines the knowledge, vocabulary and skills to be taught in a sequentially coherent way in each year group.
All aspects of the curriculum are carefully mapped out to ensure that pupils build on secure prior knowledge so that they can make meaningful connections. Each subject taught has its own progression grid, designed by the curriculum leader for that subject. When covering each subject, the progression grids are carefully organised by staff teams through a long-term plan. Knowledge, vocabulary and skills are planned for at a greater level of detail in medium term plans.
All subjects are delivered through subject specific teaching organised into blocks under a theme. Meaningful links with other subjects are made to strengthen connections and understanding for pupils, enabling pupils to know more and remember more.
All learning will begin by revisiting prior knowledge. This will be scaffolded to support children to recall previous learning and make connections. Staff will model explicitly the subject specific knowledge, vocabulary and skills relevant to the learning to allow pupils to integrate new knowledge into larger concepts.
Teachers support children to practice new learning, questioning for understanding, checking for misconceptions and giving clear and appropriate feedback. This moves children from supported practice to independence at the correct pace for them, ensuring all children are challenged. Learning will be supported through the use of knowledge organisers that provide children with scaffolding that supports them to retain new facts and vocabulary in their long-term memory.
Knowledge organisers are used for pre-teaching, to support home learning and also as a part of daily review. Consistent learning walls in every classroom provide constant scaffolding for children. Tier three specific vocabulary, based on the research of Alex Quigley, is displayed on the learning wall along with key facts and questions, and model exemplars of the work being taught. Shared spaces around school display subject work from early years to the end of KS1, highlighting the curriculum content and concepts that are developed over time.
Weekly sharing of class learning journey big books and curriculum quizzes are used to review learning and check that children know more and remember more. Learning is reviewed, half termly and termly basis, after a period of forgetting, so that teachers can check whether information has been retained. Assessment is ongoing throughout the relevant cross-curricular themes to inform teachers with their lesson planning, activities and differentiation. Our children will be given a variety of experiences both in and out of the classroom, where appropriate, to create memorable learning opportunities and to further support and develop their understanding and language acquisition.
Please see our “Subject Specific Approaches” guidance for more detail and examples.
At Girnhill Infant School, the impact of our curriculum is shown in several ways. In core subjects, impact is shown through the progress and outcomes of pupils in national testing. In addition, pupil voice and the quality of work in pupils’ books demonstrates the deeper impact on pupils knowing and remembering more. In the wider curriculum, pupil voice shows that pupils are confident and able to talk about what they have learnt using subject specific vocabulary. Pupil voice also demonstrates that pupils enjoy and are able to recall their learning over time. Pupils’ work demonstrates that the curriculum is taught at an age appropriate standard across each year group with opportunities planned in for pupils working at greater depth. Work across the curriculum is of good quality and demonstrates that pupils are acquiring knowledge, skills and vocabulary in an appropriate sequence so that they know more and remember more.