ATT’s Statement of Intent
It is our core responsibility to ensure that students have access to the very best education possible. One of the most fundamental and influential aspects of a child’s education is the curriculum that they have access to. The power of curriculum is immense. It has the power to not only transform an individual, but to also transform whole communities and shape their understanding of the world and their place in it. Therefore, it is imperative that the curriculum on offer within our academies is truly world class and gives students access to powerful knowledge that takes them far beyond what their own individual experience ever could. In order to achieve this we must ensure we expose all students ‘to the best that has been thought and said and engender an appreciation of human creativity and achievement’. To truly transform lives we must not only show students what is possible but inspire and instil the confidence in them to go out and do it.
All learners in our academies will experience a curriculum that:
- Is ambitious and enjoyable through knowledge and skills developed from Foundation Stage to Post 16 and Adult provision.
- Is knowledge rich, ensuring access to a wide, global cultural capital – thus maximising lifetime opportunities.
- Is inclusive, nurturing and tailored towards the needs of the individual.
- Is focused on developing the very best oracy, literacy, numeracy and digital skills – enabling access to the widest learning and the very best careers possible to ensure we develop global citizens.
- Is enriching, ensuring all experience a rich variety of cultural, artistic and sporting activities.
- Is broad in terms of coverage and (at least) encompassing the breadth of the 2014 English National Curriculum.
- Celebrates the uniqueness of each educational setting in terms of localised knowledge and skills.
- Develops character, personal pride and the highest moral standards.
- Celebrates diversity, challenges injustice, promotes equality and encourages the creation of a better world.
- Is delivered by well-qualified, forward-thinking, skilled, passionate professionals.
Our Curriculum Intent
Our curriculum intent is clear; it is designed to include all national curriculum objectives in an ambitious and progressive topic-based programme. Children understand the topic that they are learning is cross-curricular but are also taught the different subjects that the topic consists of. Remembering that the skills and knowledge are derived from a particular subject remains imperative. Therefore, the children will have the subjects included in that lesson in bold at the top of their LO box. This provides, particularly the older children, with a clear foundation for high school, where they are taught in subject specific lessons.
Our curriculum has been planned to meet and exceed the expectations of the National Curriculum. It is a mixture of a knowledge based and skills led curriculum to ensure that both are at the heart of all learning. The knowledge and skills have been included in the long-term plan, which allows all to see clear progression as the children move through the year groups.
Each topic has a ‘challenge’ section to ensure needs of the higher ability are met, but also ensuring that there is no ceiling to learning for any student. This is called ‘scuba’ on the LO box and can be seen in children’s books. Pre-learning is also incorporated into the timetable regularly.
The full range of subjects are taught to all year groups.
The curriculum has been designed based on the following:
- The location of our academy, including human and geographical context.
- The ethnic population of our academy.
- The specialisms of our staff.
- Previous results and progress measures.
- Exploring the awe and wonder of our community, world and beyond. To ensure a diverse, practical and engaging curriculum, as well as meeting the National Curriculum requirements, each subject content was designed separately based on these criteria. The cross-curricular approach provides the full range of subjects for all year groups.
Curriculum coverage is specific to year groups for English, Phonics, Maths and RSHE. All other knowledge and skills are taught in cross-curricular topic-based theme on a two-year programme in Key Stage Two and a one year programme in EYFS and Key Stage One.
Teachers present subject matter clearly and those with specific subject knowledge have supported with the planning of some topics to allow all teachers to have the relevant subject knowledge needed.
Topics are planned sequentially to ensure pupils build on what has been previously learned. Teachers create a stimulating environment that allows all pupils to focus on learning, using resources to promote discussion and progress of all abilities. The intent of the ambitious curriculum incorporating the knowledge and skills needed complemented by quality first teaching ensures sufficient outcomes from a pupil’s starting point.
Scaffolded learning is clear and consistent using the same method across all year groups in the form of a LO box. (Although this is not always used in all EYFS sessions). This allows pupils to focus on learning. The aim is for all pupils to achieve snorkelling by the end of the lesson. Greater depth activities are used when a child reaches that level. This work is evidenced with a greater depth stamp. Teachers mark in the lesson to remedy misconceptions, move the child to the next level, inform planning for the next session and reduce workload. Opportunities are given for same day ‘Responsive Intervention’, to guarantee maximum progression.
Reading is in all lessons whether it is in the STAR session at 8.30am every day, reading and following instructions, reading a book or reading comprehension activities. Phonics is taught in key stage one using the Little Wandle Phonics scheme. Spelling, punctuation and Grammar is taught in key stage 2. A reading initiative has been introduced for children in years 2-6. The BEAR project has been designed to ensure that there is still rigor as well as confidence and enjoyment for those children who are free readers. Each year group have certain books that they need to read to provide the challenge needed for progression. A reward incentive is built into the scheme to encourage all readers. This runs in conjunction with the reading raffle scheme.
Assessment and record keeping is the means by which our pupils’ attainment and achievements are monitored and an appropriate progression through the curriculum is ensured. By monitoring and recording pupils’ progress, teachers are able to build up a profile of individual strengths and areas for development. This is then used to inform planning and teaching.
Assessment information is completed half-termly by staff. This shows attainment against the 2014 National Curriculum descriptors for the core subjects, which are English, Maths, Science and Computing; and non-negotiable objectives for the wider curriculum.
Pupil progress meetings are held each half term to discuss those children who are not making as much progress as expected as well as make certain the interventions provided are as suitable as possible.
To ensure information, facts and skills are retained in the long-term memory, each class produces a retrieve and recall sheet which they add to during the topic. This is kept in a display folder and used in our talking topics assembly each week. The class who wrote the summary explain what they learned to the rest of the school, who can ask questions to further their own learning. This deepens learning by connecting new knowledge with that previously taught, provides opportunities for pre-learning for other year groups and allows the creativity to transfer information and apply it in similar contexts.
Each class also produces a quick Quiz, recalling the main learning intentions, which is used throughout the year and onwards. A memory prompt box may also be used for similar reasons. Subject leaders also produce quick quizzes based on the wider curriculum non-negotiable objectives.
End of term tests are used to make sure children are confident and happy with a test situation. Standardised scores are also gained and used to show progress. Reading ages are collected at the beginning of each term for the same reason.
Initiatives have been introduced to make sure children are independent learners and are ready for the next stage of the curriculum. Oak Class work on an Expert Learner booklet, which concentrates on them being prepared for school. It focuses on uniform, homework, attendance, attitudes to learning and being a good citizen. Pupils also experience Careers Week where they interview visitors to ask about careers, look at college courses and research jobs that they are interested in.
The school day starts at 8.30am and finishes at 3pm, with 45 minutes lunchtime..
Each topic starts with ‘What do we know? And What do we want to know?’ and then a Sensational Starter and ends with a Fantastic Finish. We also ensure that each topic involves either a visit from someone linked to the topic or a trip out. We also have introduced ‘Wonder Wednesday’ where learning on Wednesday afternoons is designed to be hands-on and active, where children can apply their skills with a practical task.
As well as topic related events, we also have the following events each year:
- World Book Day
- Maths Day
- Reading Cafes
- Christmas productions
- Harvest festival
- Easter and dance service
- Residential visits for year 5/6
- Road safety workshops
- First aid workshops for year 4
- Talent show
- Crucial Crew
- Cycling proficiency
- Taster days at our feeder high school
- Mental Health Awareness Day
- MFL Day
- Family PE
- Helping in our community
The staff ensure that all children are provided with SMSC opportunities both within the planned curriculum and through current affairs, independent study, assemblies, extra events and experiences. Our curriculum is structured to enable the development of social skills and independence.
An SMSC audit is available as requested.
