Collis Curriculum Intentions
How we have organised the learning for - ALL CHILDREN KNOWING ALL
- Our aims, values and attitudes to learning permeate all we do.
- We have developed an ambitious for all curriculum with an end goal that combines academic success with the social and emotional aspects of learning.
- Our curriculum is designed and pitched with excellence, equity and inclusion at its core.
- We teach and give children experiences of the things they probably would not learn outside school.
- We offer a rich, broad and balanced curriculum, which meets both national requirements and the differing needs of individual pupils.
- We offer a carefully sequenced, cohesive and structured curriculum that goes beyond that expected by the National Curriculum.
- Our local context in Teddington, London inspires many aspects of our curriculum as does the happy community spirit around and within our school.
- We contrast our local curriculum with racial diversity and ethnic role models to prepare our pupils for modern Britain.
- The curriculum provides our pupils with powerful ‘sticky’ knowledge and memorable experiences that are regularly revisited.
- We structure the curriculum to enable children to master concepts and connect them into a wide range of contexts.
- We sequence vocabulary, skills and content ensuring connectedness and progression from one lesson to the next and then to the end goal destination.
- All staff are regularly trained in the latest evidence based practice alongside the key knowledge for all the subjects.
Foundation Stage (nursery and reception) provides a stimulating environment which encourages independence and a real motivation to learn. Children quickly develop the independence and confidence to learn and interact with others. The new classrooms and outdoor areas have excellent resources to promote learning. Early reading, Essential Letters and Sounds phonics and writing skills are taught in an effective and engaging way and children achieve extremely well in all areas by the end of the Foundation Stage.
From Year 1 to Year 6 children receive subject specific lessons in:
English, Mathematics, Science, History, Geography, PSHE, Religious Education, Design Technology, Computing, Music, Dance, Art, Computing, Foreign Languages and PE (gym/dance/athletics/swimming and water safety).
Rationale for the key concepts of our Curriculum:
The starting points: We carefully build up the knowledge, vocabulary and skills for each subject.
We start at Nursery moving through to Year 6 ensuring the sequencing and progression is comprehensive and challenging.
Start points and End points of their learning - we regularly check that pupils are remembering and using key knowledge and vocabulary.
We constantly review these key concepts ensuring that they are embedded in our curriculum.
5 Key Points:
- Cultural Capital – maximising vocabulary growth while exposing pupils to learning beyond our immediate grasp. Strategies and opportunities to address social disadvantage and for all children to experience ‘the best that is’ in our world. This starts with every child being a confident reader and competent mathematician while being exposed to all the richness and beauty of the curriculum subjects. Offering racial and cultural diversity understanding outside of the Collis Bubble.
- Moving learning from our short term memories into our long-term memories: - embedding the true meaning of learning (if you don’t remember it you haven’t learnt it) into our curriculum and teaching. To check that the knowledge is sticking with the pupils by recapping and revisiting/revisiting/revisiting at the end of each stage while carefully preparing for the start of the next stage.
- Knowing more, remembering more –‘The Golden Nuggets’: ensuring at each stage of learning we have ascertained and boldly planned what pupils need to know. Ensuring the content is clearly sequenced and progressing at an appropriate rate.
The ‘remembering more’ approach will be assessed through regular ‘check and see’ opportunities throughout our teaching.
- Impact: We aim to develop character, confidence and resilience for future success. When children leave Collis they will be able to use the following life long learning skills which will free them to think and act more powerfully in their lives – Care / Challenge / Collaboration / Courage / Creativity.
We have a deliberate curriculum plan and trajectory to provide meaningful experiences for all pupils covering the same objective through a scaffolded approach.
- Strengths and developments for our curriculum: Our starting point: All Children Knowing All.
Strengths: The love of reading and growing our vocabularies are paramount.
Our cross-curricular curriculum supports the values of creativity, diversity and inclusion.
We have ensured the statutory requirements of the National Curriculum have been covered while ensuring the pitch and progression of the learning is appropriate for our school context and modern Britain. We think and learn with a growth mindset and have invested heavily in innovative training.
Staff work hard to ensure that the learning and teaching is ambitious, inspiring and challenging to all.
We use the Building Learning Power skills (BLP) to help our young people become better learners both in and out of school.
We believe BLP promotes the development of positive learning habits and attitudes - so our pupils are equipped as lifelong learners. This gives them the skills to be prepared when faced with uncertainty.
Our teaching styles focus on Formative Assessment and ‘active learning’ guaranteeing pupils engage with the learning through a range of flexible approaches including collaboration and opportunities for independent working.
Developments: To ensure Curriculum Knowledge Skills (CKS) forms are in place for each subject.
Curriculum Learning Journeys forms in place for each year group.
To ensure how the knowledge and skills progress and connect across the whole curriculum.
To grow vocabulary and extend it through, beyond and across the initial curriculum experience.
To develop a deeper understanding of the working and long-term memory.
To develop subject leaders’ research, knowledge and understanding of the deep dive and the learning process.