Our curriuclum is a knowledge based curriuclum.
Intent
Our vision is to equip young people with the knowledge, skills and mind-set to thrive and then take on the world!
We will achieve our vision by every child developing:
Curriculum design
The school follows the national curriuclum. End points are carefully planned and compoenet knowledge builds progressively from the early years. Substantive knowledge and disciplinary knowledge is carefully placed to support all children to develop great er undersatnding. Key components are revisited to support children to know more and remember more.
The whole school has topics defined across 3 key concepts and themes: Environment and sustainability, Inspirational Leadership and Identity, diversity and social justice. Across each year group, understanding of these concepts develops through carefully designed progressive topics building from the Early Years
Within each topic, intended knowledge is clearly defined in both schemes of work and in knowledge intent documents. Lessons are taught using knowledge notes which set out precise knowledge per lesson and across the sequence. Practitioners use these knowledge notes to implement retrieval practice and to support children’s retention. This precision also supports assessment. Both the acquisition of substantive knowledge and disciplinary knowledge is prioritised.
Staff design learning that focus on the constructs needed to gain a thorough grounding of knowledge. Pedagogy and quality first teaching is prioritised through professional development. This ensures that curriculum implementation is achieved well through carefully designed tasks that enact the intended knowledge.
Pupil assessment and progress determines the development of the sequence of learning. We have an unwavering commitment to developing vocabulary throughout a topic and providing opportunities for communication. Our curriculum design is underpinned by these core areas:
Development of aspirations and skills in line with employment through learning about industry and influential leaders
Alongside our curriculum, we have a careers curriculum. This has precise intentions:
This is implemented through:
Autumn
Introduce industry and links to local context
Spring
Learning new skills and application
Summer
Present new learning and ideas
Create real audiences
Industries have been carefully selected based on our school context of Doncaster
Nursery
Construction
Reception
People who help us-emergency services/construction
Year 1
Transport and storage focus
Year 2
Engineering-problem solvers of the future!
Year 3
Retail/marketing- products design, selling and adverts.
Year 4
Human Health, sports industry and social service (Doctors, social workers etc.)
Year 5
Media, social-influencers and journalism
Year 6
Finance- spending to budgets, making sensible decisions
Mortgage rates, house prices etc
Revisit Transport- main industry in local context
Reflection
Daily and weekly reflection is mapped in throughout the week to ensure that children are able to spend time recalling and reviewing new learning so that they are able to know more and remember more. This may be done as a class or individually through quizzes, mind maps or with visual prompts. Children will often review the linked vocabulary to that topic too to check understanding. Staff are being supported in the use of a range of activities to promote retrieval and the research behind this. Weekly reflections revisit the learning from the whole week and focus on recall, vocabulary and key concepts taught through the week.
Recall of knowledge is also a key factor within our learning pedagogy. Lessons all start with a review of prior learning and conclude with pupil’s self-assessment using the lesson’s knowledge note. Children are given time in lessons to assess what they know and to identify where they need more practise. With younger children, this is achieved collectively with the whole class. In EYFS and Year 1, teachers have started to develop floor books. These floor books are also used by children within provision to practise recall of knowledge
Learning environment
Our learning environment plays a role in supporting our learning journey through our curriculum. We use learning walls to display our learning journeys with key learning outcomes and vocabulary displayed. Children can regularly refer to our learning walls to enable them to revisit prior learning and support their current learning. We aim to immerse children in topics with resources and equipment on topic tables to support each topic. Learning walls are intended to be knowledge rich and to be used to support recall and making connections with prior learning
If you would like to request more information on our curriculum please send an email to:
admin@bentleyhighst.doncaster.sch.uk
Parental right of withdrawal from RE
This was first granted in 1944 when curricular RE was called ‘Religious Instruction’ and carried with it connotations of induction into the Christian faith. RE is very different now – open, broad and exploring a range of religious and non-religious worldviews.
In the UK, parents still have the right to withdraw their children from RE on the grounds that they wish to provide their own RE. This provision will be the parents’ responsibility.6 This right of withdrawal exists for all pupils in all types of school, including schools with and without a religious designation. Students aged 18 or over have the right to withdraw themselves from RE. Parents also have the right to withdraw their child from part of RE, and can do so without giving any explanation.
Please see the below statement for further information regarding our curriculum:
Our school follows the national curriuclum programme of study. If you would like to find out more information about our curriuclum, please contact the school
Email: admin@bentleyhighst.elp.org.uk
Telephone: 01302 874536