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THE CROSBY CURRICULUM

CURRICULUM INTENT

We want our children to experience a wide breadth of study and, by the end of each Key Stage, long-term memory of the core learning for each subject. Therefore, the core learning is repeated at intervals throughout a child’s learning journey within different contexts. As we have mixed age classes, the breadth of study is organised into a two year cycle (Cycle A and Cycle B) with the core learning taught in both cycles as part of our principle of spaced repetition.Our curriculum design is based on evidence from cognitive science, underpinned by three main principles: learning is most effective with spaced repetition; interleaving helps children to discriminate between topics and aids long-term retention; retrieval of previously learned content is frequent and regular. We know that sustained mastery of core learning takes time. Our curriculum content is subject specific and contained within our curriculum plans.

For each subject there is a whole school overview, and a progression document for the core learning identified for a child’s journey through school organised into Foundation Stage; Years One and Two; Years 3 and 4; Years Five and Six. In addition, subject specific vocabulary progression has been identified.

CURRICULUM IMPLEMENTATION

Lessons are structured to build on prior learning so that children become increasingly confident in applying their core learning in a range of contexts. In the Early Years Foundation Stage, core learning is based around the foundations to becoming a successful learner in school and a balance between child-initiated and adult directed activities take place. Some children, for a variety of reasons, need to “catch up” on core learning. This means they may take part in an extra lessons or interventions. We believe this “catch up” of core learning should sometimes take precedence over breadth of curriculum contexts, as without the core learning the child cannot utilise the breadth of experience.

CURRICULUM IMPACT

National summative assessments take place at the start of the Reception Year, called the Baseline Check. National summative assessments also take place at the end of the Reception Year, based on the teacher's ongoing assessment, against the Early Learning Goals.

As learning is a change to long-term memory it is often not possible to see impact in the short term. We use a range of assessment tasks and summative tests at strategic points in a child’s journey through school to measure the learning of individual children. We have a separate assessment policy.

PARENT/CARER SUPPORT

We believe parents/carers have a vital role in the learning process and that children benefit greatly from parents/carers taking an interest in their child’s work.  Parents/carers are asked to support their children’s learning especially through home learning tasks.  Children’s home learning can be reading, learning words or spellings, times table learning or pieces of research or written work.  We think home learning can be an opportunity for parents/carers and children to talk about what is being learnt in school and to share this learning.

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