This wider curriculum is organised into discrete subject specific work taught as ‘stand-alone’ units of learning and ‘cross-curricular’ or ‘topic’ learning where meaningful links can be made with other subjects that help secure prior learning or develop learning further.
All ‘units’ of learning will have an entry based ‘hook’ to excite and engage pupils and a ‘purpose’ for study, so that learning is meaningful and relevant for them. Where possible, learning will be supported and enriched by forest school, visits, workshops, role-play and practical resources.
Progression of knowledge, skills and understanding are carefully planned, reviewed and adapted yearly to ensure that pupil learning builds effectively over time to ensure they are ready to meet the expectations of secondary school.
Our teaching practice will be rooted in evidence- based research. Teachers will be self-reflective and will enhance their teaching skills and strategies to help raise standards across the full breadth of the curriculum.
CLICK HERE to download our Year 6 Foundation Curriculum Map
CLICK HERE to download our Key Stage 1 English Curriculum Map
Aims, Principles and Values
• Children should be engaged in interesting, hands-on topics and experiences
• Promote positive attitudes towards learning so children can explore and enjoy learning
• Make meaningful links between subjects
• Make learning relevant to their own lives so they can make connections to abstract themes and concepts
• Develop children’s skills, knowledge and understanding of a range of themes, subjects and disciplines
• Promote acceptance of culture and heritage, including British Values
• Develop skills and strategies to work independently
• Develop the passion and perseverance towards achieving long-term goals
• Nurture children’s passions and interests
• Prepare children for their future
• Helps children to develop intellectually, emotionally, socially, physically and morally.
• Promotes children to be independent, responsible, articulate, reflective, driven, confident and considerate members of the community.
• Develops children’s confidence in research and exploration.
• Enables children to contribute positively within a culturally diverse society.
• Inspires and ignites creativity and problem solving.
• Delivers a core body of knowledge (that is progressive from 3-11 years) that offers breadth and balance across a diverse curriculum.
• Provides a progression of skills across year groups.
• Provides a progression of knowledge and skills across subjects.
• Enables children to be literate and numerate.
• Develops links with the wider community including visits from and to experts.
• Harnesses and grows children’s interests and passions.
• Inspires awe, wonder and inquisitive minds.
• Helps children to develop the ability to discern information and become digitally literate.
• Provides children with life skills to prepare them for the next phase of their lives and the real world.
The national curriculum (2014) is a progressive curriculum. It provides the outcomes required as a prerequisite for the following year. It is important that the curriculum offer at Greenfields provides the breadth and depth in order for outcomes to be explored in a range of contexts.
To support this the academy will provide a thematic curriculum based on the premise of immersive learning which uses the four cornerstones of learning. These four stages are distinct stages that actively promote learning and thinking.
• Hook learners in with a project launch;
• Set the scene and provide the context;
• Ask questions to provoke thought and interest;
• Use interesting starting points to spark children’s curiosity.
• Teach knowledge to provide depth of understanding;
• Demonstrate new skills and allow time for consolidation;
• Provide creative opportunities for making and doing;
• Deliver reading, writing and talk across the curriculum.
• Provide imaginative scenarios for creative thinking;
• Enable and assess the application of previously learned skills;
• Encourage enterprise and independent thinking;
• Work in groups and independently to solve problems.
• Encourage reflective talk by asking questions;
• Provide opportunities for shared evaluation;
• Celebrate success;
• Identify next steps for learning.
This curriculum provides a range of themes for the children to explore, moreover, the range is broad enough to enable a two-year rolling programme allowing teachers to tailor to the needs and interests of the children.