Curriculum Guides are distributed during Parents’ Evening in the Autumn Term. These are available in individual class pages. The complete guide for Years 1 to 6 is available below:
For the EYFS Guide for Parents (for children in Reception), please click the link below:
The Long Term Plans for the whole school and each year group are available below:
The Learning Challenge concept is built around the principle of greater learner involvement in their work. It requires deep thinking and encourages learners to work using a question as the starting point. The Learning Challenge approach is used as a structure and ethos for curriculum design. In designing the curriculum teachers and learners use a prime learning challenge, expressed as a question, as the starting point. Using the information gained from pre- learning tasks, the new National Curriculum and the school’s context, a series of subsidiary challenges are then planned. Each subsidiary learning challenge is also expressed as a question. Importantly the learning challenges need to make sense to the learners and it is something that is within their immediate understanding.
•Pre-learning tasks ensure that learners are directly involved in the planning process. Well planned pre-learning tasks should help to bring out what learners already know; what misconceptions they may have and what really interests them. Teachers take account of the outcomes from pre-learning tasks to plan the subsidiary learning challenges for each major area of study.
•Continuity and progression in the curriculum is built around a set of matrices known as essential knowledge, understanding and key skills within subject disciplines. These are broken into year group expectations and have additional challenges for able learners. The ‘Essential Knowledge, Skills and Understanding’ matrices within the Learning Challenge Curriculum allow school to guarantee that the learners’ essential skills are being developed, alongside National Curriculum requirements (where appropriate), whilst allowing school to have a great deal of autonomy with their methodology.
•In addition, there is an expectation that teachers apply English, mathematics and ICT skills where it is appropriate to do so. The main idea is to use the knowledge, skills and understanding matrices for each subject to bring to teachers’ attention the level of work expected around each learning challenge. In addition there is careful consideration given to the quality of work produced by learners in the core subject areas.
•Time for learners to reflect or review their learning is central to the whole process. This is in keeping with the ‘Learning to Learn’ principles where reflection is seen as a very important part of individuals’ learning programme. Within the Learning Challenge Curriculum it is suggested that the final subsidiary learning challenge is handed over for learners to reflect on their learning. The idea is that learners present their learning back to the rest of the class making the most of their oracy and ICT skills to do so.
© Focus Education 2014