Our Curriculum at Summerfield

Whole School Curriculum

 

At Summerfield, our intent is to have the highest ambitions for all. We are always aware when planning for learning of the widely different needs and starting points of all children, particularly those who are disadvantaged, have Special Educational Needs or Disabilities or those who are more able. All children can learn and make progress and can commit learning of knowledge and skills to long term memory when we:

(i) teach in small steps;

(ii) make sure all pupils have to ‘think hard’;

(iii) practice through retrieval.

 

Learning across a lesson, topic or academic year in all subjects should include the elements of the ‘Learning Cycle’. This should also be described and shared with children to aid their ability to contextualise their learning both in the subject they are being taught and their wider learning journey.

 

Curriculum Design / Planning

 

Our curriculum planning is based on a Whole School Curriculum Overview and is planned for and taught in a cross-curricular way via topics. The overview maps out the progression of units to be taught in all core and foundation subjects (English, Maths, Science, RE, MFL,  Design Technology, Computing, History, Geography, P.E., Art & Design and Music) and is arranged into year groups. This enables teachers to plan effectively to meet the coverage requirements of the National Curriculum.

 

Each year group then has a Year Group Curriculum Overview that is organised into half terms. Each half termly topic is 6 weeks long and is planned around a theme. Units of work from particular subjects should not be linked in a tenuous way to the topic. The integrity of the subject should be upheld over and above making links to half termly topics. The following drivers and learning skills are allocated accordingly:

 

 

Autumn  1

Autumn  2

Spring 1

Spring 2

Summer 1

Summer 2

Driver:

STEM / IT

Creative Arts

Geography

PSHE/RE/Wellbeing

History

STEM / IT

Learning Skill:

Aiming High

Creative

Problem Solving

Staying Positive

Presenting

Leadership / Teamwork

 

Within the Year Group Curriculum Overview, teachers begin by grouping subject content together under topic titles. They then determine what they expect the outcome of the topic to be so that they can plan backwards from this end point. Any ‘stand-alone’ units are also sorted into half terms at this point. Other elements of the topic are planned for here including core texts, other texts, immersion days / hook lessons, trips/visits/enhancements, parental involvement and homework. These overviews are available to view in the relevant Key Stage folders.

 

The way each half term is organised may differ from one topic to the next. For example, the units planned under the Creative Arts driver in Autumn 2 may really complement each other and it may be that Music, Art and Design and Dance objectives can all be taught on the same day. When teaching under the STEM/IT driver, however, it may make more sense to teach two weeks of Science objectives, two weeks of DT objectives and then two weeks of Computing objectives. Children should always know the subject focus and learning objective of each session. They should also have it articulated to them how this learning fits into what they have already learnt (since starting school), how this knowledge or skill will be built upon in subsequent years at both primary and secondary school and how it may be useful in a particular career or ‘real life’ situation.

 

The next step completed by teachers as part of the planning process is the Half Termly Topic Overview. This document is where specific objectives are drawn together (from Target Tracker) for the core subjects and the foundation subjects covered that half term.

(This information is taken from the Teaching, Learning and Assessment Policy – September 2019)