We developed and planned our curriculum, in cross year group teams and across subjects to ensure knowledge and skills are developed in the most effective way.
We have ensured subject progression plans are based on the most effective way to deliver a subject, for instance geography is taught by putting the local area at the beginning of a child’s learning journey and then working outwards towards the rest of the world as the child moves through the school.
We have built in the continuous review and evaluation of our provision based on effective assessments, outcomes, pupil feedback and learning reviews.
Our timetables are designed to ensure an equality of provision, coverage and opportunity.
A consistent approach to lesson sequencing and content which focuses on embedding knowledge in the long term memory. This includes immersion and hook lessons to engage and enthuse children, overlaps of learning activities to connect new knowledge with old and knowledge rich lessons which are tailored to cohorts of learners.
We use knowledge organisers to support learning at school and at home and to engage families.
Assessment opportunities are utilised from the beginning of every lesson sequence through the use of KWL (Know, want to know and learnt) grids. These are used to assess prior knowledge and inform planning. At the end of a sequence these grids are also used to record what children have learnt. Formative retrieval grids are used throughout a sequence to enable children to practice and revise their knowledge in a low stakes and repetitive framework so they can begin to embed their understanding in their long term memory and feel the success of their learning.
Impact reviews are used as a ‘feedback loop’ to ensure that the outcomes of assessments for modules influence and improve future planning in previous and present year groups.
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