Curriculum
Intent
At
Salisbury Manor Primary we are determined that every
child, regardless of background, will achieve their very
best. Our aim is to provide an excellent education for all our students;
an education which brings out the best in them, gives them a strong
understanding of the world around them and prepares them for success
in later life.
Our
curriculum is designed to provide children with the core knowledge they need
for success in the next stage of education, to maximise their
cognitive development, to develop the whole person and their individual
talents and to allow all children to become active and economically
self-sufficient citizens. We want our pupils to be both interesting
and interested with strong morals, emotional intelligence and
integrity.
The
design of our wider curriculum is based on the research
findings of cognitive science. By the time learners have left Salisbury
Manor, they will have mastered a range of both procedural knowledge
(skills) and factual knowledge through repeated low stakes quizzing;
opportunities to deliberately practise and apply what they have learned through
careful planning for progression and depth. Our curriculum is customised to
meet the local needs of our learners.
Our
curriculum is based on the following key principals:
Entitlement
- All our pupils have the right to learn
what is in the Salisbury Manor Primary Curriculum.
Coherence: Taking the National Curriculum as its starting point, our curriculum is
carefully sequenced so that powerful knowledge builds term by term and year by
year. We make meaningful connections within subjects and between subjects.
Mastery: We ensure that foundational knowledge, skills, and concepts are secure
before moving on. Pupil's revisit prior learning and apply their understanding
in new contexts.
Representation: All pupils are able to see themselves reflected positively in our
curriculum; we want our curriculum to open up new worlds – to expose children
to beliefs, people, places and values that they would not otherwise encounter
and also to the voices of people whose voices have not always been heard.
Education
with character: Our ‘hidden’ curriculum teaches our
young people about creativity and resilience as well as providing them with
opportunities to learn about teamwork, to care and to serve, to overcome
difficulties and to manage themselves and their feelings. Salisbury Manor
Primary children are taught to have confidence and articulacy so that they can
stand up for themselves and for what is right. These personal qualities and
skills are the opportunities we provide beyond the classroom; in sport, music,
performance, clubs, in chances to lead and take responsibility and in
opportunities to volunteer and to serve.
Vocabulary
and Cultural Literacy - the
curriculum has a core focus on vocabulary development within and across
subjects. Our curriculum gives pupils access to the ‘best that has been thought
and said’.
Subject-Based
Learning - The curriculum incorporates
the rigour of subject substantive knowledge. Therefore, it is based
on individual subject learning. Links across subjects are made where
appropriate, but the curriculum is planned so that it doesn’t sacrifice subject
identity and progression for cross-curricular links.
Subject
Content - The overall content of individual
subjects is structured as a narrative over time. Individual lessons build into
coherent units of work which in turn, contribute to the overall content
arc.
Cultural
Capital – Cultural Capital is planned for in all
areas of our school life. Pupils are exposed to a wide variety of subject areas
and arts; promoting character-building qualities that lead to creating
well-rounded, global citizens which will enable them to interact with others
leading to meaningful qualifications that will open up doors to paths in later
life.
Curriculum Implementation:
The ‘Salisbury
Manor Way’
Salisbury
Manor has a clearly defined way of teaching based on Cognitive Science,
Rosenshine principles, Kagan co-operative learning and Teach Like a Champion.
For each lesson, teachers plan the following lesson sequence:
1.
Feedback Sessions (based on whole class
feedback sheet from previous lesson)
2.
‘Do Now’ Recall Practise/Pre-Teach
3.
Contextual vocabulary and Steps to
success/Success Criteria
4.
Metacognitive modelling (Direct
instruction)
5.
Guided Practice (Kagan)
6.
Assessment Point
7.
Deliberate Practice
8.
Feedback/Exit ticket
For
each curriculum subject, teachers plan the following:
§ A pre learning quiz which takes place the week before the new learning
is delivered which identifies gaps in prior knowledge that is needed to fully
access the current learning.
§ Gap teaching following the outcomes of the pre learning quiz.
§ Pre teaching key vocabulary and concepts for SEND pupils.
§ A knowledge organiser outlining the substantive and disciplinary
knowledge, including vocabulary and the correct definition, that all children
must master.
§ A cycle of lessons for each subject, which carefully plans for
progression and depth.
§ A low stakes quiz which is tested regularly to support learners’ ability
to block learning and increase space in the working memory.
§ Educational visits, visiting experts and artifacts that will enhance the
learning experience.
§ Classroom working walls which detail; current, prior and
future learning, the substantive and disciplinary knowledge children will
learn, key vocabulary with definitions, and the vertical concept the area of
learning falls within.
Curriculum Impact:
Following Rosenshine’s Principles
of Instruction, retrieval practices are embedded across the curriculum as a
teaching tool to ensure children know and remember more. We also use this
teaching tool as a method of assessment.
Daily/Weekly
retrieval practices are used every lesson to
review prior learning. This may be used at the start of the lesson in the form
of a quadrant, cherry picking or Fast 5. It might also be done through a
paired/Kagan discussion. Reviews are also be used throughout the lesson as
a mini plenary or as an exit task. This is embedded practice throughout school
and demonstrates how well children can remember and recall key knowledge. It
also enables teachers to identify gaps in knowledge and/or address
misconceptions with in the moment feedback.
Spaced
retrieval is used in a similar way to the daily
and weekly tasks however a longer period of time is left before
asking children to recall knowledge. A Brain Cranium (small quiz) can be used
mid topic to assess progress so far. Progress is demonstrated by
children knowing and remembering more and by them being able
to keep up with the demands of the curriculum.
Post
Learning quizzes are
used at the end of the unit. The purpose of these quizzes is to assess how much
key knowledge the children have remembered. The questions focus on the
knowledge children can remember and not the activities completed. Post learning
quizzes allow teachers to identify any gaps in knowledge and ensure appropriate
children are targeted for support.
SEND
children are assessed in the same way
however their barriers are removed. For example, if a child’s specific
needs relate to writing, they may have a scribe/multiple choice to
help them answer the same questions as the other
children. Additional time may be given; breaks and smaller.
Children
working 2 years or more below their chronological age are tracked using our BSquared
progress tracker and next steps planned for bespoke provision or small
group sessions on the child’s Individual Learning Plan (ILP). This helps SEND
pupils achieve in line with their personalised trajectory from
their starting points. Our curriculum is ambitious and challenging
for all children.
Formative
assessments are used as ongoing assessment
tool. These opportunities throughout the lesson allow teachers to identify gaps
in knowledge, misconceptions and where knowledge may not be embedded. Teachers
use in the moment feedback and adaptations to planning to address
these as they arise.
Our
curriculum is both ambitious and challenging. If children are able to keep up
with the demands of their lessons, they will make progress.