For home learning resources please visit the 'Children' page and click on the 'Home Learning for pupils self isolating' option.

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    In every subject the Curriculum Lead has created a Curriculum Document which ensures that teaching and learning is cohesive and progressive. Within these documents the Curriculum Lead shares their intent, implementation and impact. There are long term plans, vocabulary lists, assessment ideas and knowledge and skills grids within these documents. They ensure that our curriculum is knowledge-engaged and progressive in knowledge, development of skills and vocabulary.  


    Teachers look for meaningful links between subjects. This ensures that children's vocabulary is developed and that they ae given the opportunity to revisit learning in different contexts. The aim is that the big ideas in each subject are thread through children's learning at all stages and are shared with children. 

    • Big Ideas’ – there are three ‘Big Ideas’ for each subject.  We have created a coherent, structured curriculum by explicitly planning to return to these concepts frequently throughout Key Stage 1 and Key stage 2.  Reinforcing these concepts through repetition is the key to improving pupils’ retention and supporting future learning through the context of familiar ideas.  The ‘Big Ideas’ relate to elements within an academic discipline, such as ‘observation’ in science, or refer to important concepts that contribute to pupils’ personal and social development, including ‘diversity’ in geography and ‘equality’ in history.  It is essential that the ‘Big Ideas’ within each subject are understood by the children and become part of their common classroom language.  This is achieved by using the ‘Big Ideas’ in subject-specific displays, explaining the ‘Big Ideas’ verbally and referring to them in lesson plans and by requiring the children to write them down and explain them in their own words.
    • Relevant curriculum links are used to structure learning and support retention through repetition and reminders of concepts and through the application of learned knowledge and skills.  However, it is important that these links are only made where they are genuinely support learning.  Such links are not accidental but are planned in advance and included on long term curriculum maps.   While curriculum links may help to inspire children, teachers are mindful of the key ideas they need to convey in a given lesson.
    • In order to support progression and assessment, we teach discrete subjects.  We are drawing upon and responding to the traditions of individual academic disciplines.  Each subject has a tradition of subject-specific vocabulary and a body of knowledge and skills; mastery of these individual disciplines then allows children to make real, robust links with other subjects and apply their knowledge and skills widely.
    • Pupils’ learning behaviour has a significant impact on their ability to access the curriculum.  If learning behaviour is a barrier, then over time this can affect a child’s life-chances profoundly.  We have linked learning behviours to the 5 Ways of Wellbeing.  We teach children explicitly about learning and ask them to reflect on how they learn best.  The 5 Ways of Wellbing are displayed in every classroom for teachers to refer to during lessons.