Curriculum Implementation
Our Big Questions drive enquiry-led learning journeys for each term. Learning across the curriculum is linked to our values of creativity, kindness and adventure with a strong focus on Personal, Social, Health and Economic Education(PSHCE). These learning journeys help children to understand themselves and their relationships, their community and the wider world.
Our Core Texts stimulate creativity and curiosity, provide opportunities to broaden vocabulary and encourage a desire to read for pleasure. They also expose children to the wider world beyond their classroom, whilst enabling them to see their role within it.
Our curriculum is further enhanced by the opportunities available to a school situated in the world-renowned city of dreaming spires. We use our immediate and local environment for learning outside the classroom, with a wide range of trips, visits, visitors and extra-curricular experiences that provide broad and balanced enrichment.
Long Term
- Long Term Plans per year group give an overview of what we intend to teach in each year group.
- Progression Grids map subject-specific knowledge and skills for each curriculum area, from EYFS to Year 6.
Medium Term
- Topic Webs are an overview of each termly learning journey, showing how different areas of the curriculum support children in being able to answer the Big Question.
- Knowledge-Skills-Vocabulary Grids (KSVs) show the detail of what should be taught in each subject within the learning journey.
Short Term
Planning for Progress slides are used by teachers to support teaching in individual lessons to ensure they incorporate Inclusive Quality First Teaching.
Weekly Timetables show the planned lessons for the week and are shared with all adults working with the year group with links to the 'Planning for Progress' lesson slides and resources.
Inclusive Quality First Teaching (IQFT) means high-quality inclusive teaching together with our continuous whole school processes for assessing, planning, implementing, tracking, monitoring and reviewing your child’s progress.
- The teacher has the highest possible expectations for your child and all pupils in their class.
- All teaching builds on what your child already knows, can do and understand, which is assessed through observation, skilful questioning and low-stakes retrieval quizzes.
- Lessons are appropriately scaffolded, which means different ways of teaching and support are in place so your child can access the lesson and fully engage in their learning. Some examples of scaffolding are additional resources to support children's learning, opportunities for paired or small group work, and different ways of presenting children's learning, such as having access to Chromebooks.
- In some cases, specific strategies (suggested by the Special Educational Needs Coordinator) to support your child's learning.
- On-going assessment within the day-to-day framework of the classroom of your child’s progress to identify any gap or gaps in their understanding/learning.
The following documents sets out our core principles for Inclusive Quality First Teaching at Larkrise.