Curriculum Implementation

‘As educators we are farmers not factory owners; it is our job to provide children with the right conditions to grow rather than to make them fit into a pre-existing mould.’

Sequencing:

At Belgrave, subject leaders ensure that knowledge and skills are taught in a sequential order that enables pupils to make connections and build on prior learning. Curriculum planning is always done collaboratively involving all teaching staff from Early Years through to Year 6 with key phases of learning working closely so that learning is a continuum and transition is seamless across all stages. Staff ensure pupils build on previous knowledge and relate knowledge to new concepts and ideas, making links. New knowledge and skills build on what has been taught before, and towards defined end points as seen in learning banks in each year group. Main themes are built upon such as locational knowledge in geography or chronology in history.

Key learning involves:

Prior learning Key questioning Assessments Marking / feedback / reflecting Gaps filled / intervention New learning acquired

THE BEE-MORES!

RESILIENT – CREATIVE - INDEPENDENT

From research, we have chosen The Habits of Mind that we want pupils to develop throughout the curriculum in order to be more capable of successful working across all learning. Pupils will use the habits of mind not only to succeed, but to learn that success is ensured by mindfully applying these habits. Through reflection and self-evaluation they begin to see how applying these habits transfers to all subject areas.

With the children we will refer to them as ‘The Bee-Mores’, eg: Be more resilient etc…

We understand at Belgrave that habits of mind have to be taught through experiences, encounters, reflections, practical sessions and instructions and this begins in Early Years.

Teaching sequence:

Into – Through – Beyond – Reflect.

Key principles: