Our Curriculum Vision
We use this picture / diagram to explain our curriculum vision.
We believe it captures the values and principals underpinning our curriculum.
We want our whole school community to know, understand and be able to explain our curriculum vision and what that means for learning in our school.
Our curriculum vision explained.
Our curriculum is driven by our vision statement “Let Every Light Shine”
We weave in the attitudes, behaviours and values which make our children successful global citizens.
There is planned progression in knowledge within and across subjects.
Different kinds of knowledge are identified:
- Procedural knowledge – knowing how to do something
- Conceptual knowledge – understanding ideas and concepts that underpin learning
- Substantive knowledge – facts related to a subject or topic
Our learning is woven into exciting, engaging and challenging topics which give learning a context and a purpose.
We value and promote creativity in all areas of learning. We define this as:
- making connections between different subjects, spotting themes and making links to our own lives and those of others.
- Self expression – expressing ideas, thoughts and emotions in different ways and through different media
- Innovation – having and exploring our own ideas and thinking of new ways to do things.
The National curriculum sets out essential learning for each subject. At Alpington we make decisions about how that content is delivered. We add additional learning essential for our children to thrive. (cultural capital).
“Let your light shine” in action through the curriculum
Empathetic, curious, thoughtful, resilient, courageous, aspirational.
Attitudes and values for now and for the future
Children’s personal development planned through the curriculum as an integral part of learning
Threaded through daily teaching and learning
Defines how we learn and how we apply that knowledge
How we learn
How we apply our knowledge
We are determined, we don’t give up, we practice, we try again, we are brave when things are hard.
We are developing our own values and opinions and learning to share them. We can listen to and respect the ideas and beliefs of others even when we disagree. We stand up for what we know is right. We look for ways to use and apply what we have learnt to impact our own lives and those of others.
We consider the impact of our words and actions on others, we look at the world from different points of view, we imagine how others might be thinking or feeling. We know others may have different feelings, ideas and opinions to us.
We ask questions, explore possibilities, investigate to find answers and discover things for ourselves.
We are proud of ourselves and our work. We look for ways that our learning can help us achieve our dreams and ambitions. We look for ways to make ourselves, our school, our community and our world a better place now and in the future.
We reflect on what we have learnt, we look for ways to improve on what we have done, we listen to and act on feedback, we think deeply and ask “I wonder” and “what if…”
Planned sequences of learning and progression in knowledge
National curriculum knowledge is carefully sequenced across topics to ensure coverage and progression.
Topics are sequenced to ensure a balance of learning across subjects and to develop and deepen understanding through broad themes across key stages.
Teachers have excellent subject knowledge. They plan and sequence subject specific knowledge within a topic.
Subjects are colour coded so that subject specific learning can be easily identified within a topic.
Progression for each subject is developed through Alpington attitudes and values. For each subject progression is clear in how we learn (empathetic, curious, thoughtful and resilient) and how we apply our knowledge (courageous and aspirational).
Knowledge progression is planned for across topics and sequences of topic through topic plans and class plans.