Our Curriculum Explained
Intent - The intention behind our curriculum is to grow life-long learners. With a carefully designed partnership between the learning of knowledge, and the opportunities to apply transferable skills, our curriculum will fully equip learners for their future. The curriculum is designed and sequenced to immerse children in the journey of learning, giving continual opportunities to look back and look forward within learning.
Implementation - Our curriculum is implemented through ‘Mini Missions’. Missions are used to continually embed and revisit knowledge and skills in varying contexts. Engaging experiences are provided for learners to showcase their knowledge, skills and understanding at every opportunity. Within Maths learning is purposeful and contextual in order to deepen understanding at every level.
Impact - Achievement across the Curriculum highlights the impact of the partnership between knowledge building and application of transferable skills. Children are consistently supported and challenged to reach their full potential both within lessons and across all aspects of their lives.
At Silkmore Primary Academy, our concentric curriculum motivates, engages and inspires the pupils through a series of learning journeys that we have titled ‘mini-missions'. All of the curriculum areas are then delivered through this adventure. The beginning of each adventure is designed to hook all pupils in and acts as the ‘launch’ to the learning. Pupils are also made aware of what the ‘landing’ for this adventure will be so that they can always put their learning into context across the mini adventure.
The learning journey that the pupils go on, covers all subjects and are captured in one book. The adventures allow for clear coverage of the National Curriculum. Coverage of curriculum areas is evident in the schools’ curriculum coverage grid.
Teaching and learning is underpinned by cognitive challenge. Teachers use the model of ‘Basic, Advancing, Deep’ to ensure differentiation is appropriate and does not place a glass ceiling on learning for any pupil.
Differentiation occurs by careful and strategic task matching and questioning and staff create the correct conditions for learning by delivering learning centralising around an Essential Learning Objective and providing opportunities for depth within this.
The environment engages and inspires pupils but is also language rich to support the pupils’s oracy and writing development throughout the mini-adventure. (see learning environment policy for more detail).
A focus for our adventures is to prepare our pupils to be ‘secondary ready’ by the time they leave Silkmore. This is achieved by providing contextualized, purposeful learning that develop ‘life skills’ and focusses on pupils development in becoming writers, mathematicians, historians and geographers etc.
Silkmore ‘Learning Attitudes Values’ of AIM HIGH will be central in encouraging pupils to be responsible for their learning attitudes. Throughout the adventures, pupils are given opportunities to reflect on how their learning attitudes are developing in accordance to the AIM HIGH learning values. Pupils demonstrating these attitudes are recognised and rewarded within the classroom and the whole school celebration assembly. (see behaviour policy).
At Silkmore Primary Academy, we do not show the pupils our essential learning objective or any success criteria, as we encourage pupils to be able to articulate this as we journey through the learning session. Teachers ask three questions as they embark on their journey to know that learning is secure and purposeful: What are we learning about? Why are we learning about it?How will we know if we have been successful? Pupils then return back to these questions during the learning sessions to allow them to reflect on their learning.
The quote, ‘illusion of choice but perception of control’ underpins our philosophy to learning as pupils believe that the learning objective and success criteria is pupil generated. We believe that this adds autonomy and purpose to the pupils learning and consequently immerses the pupils in the learning journey.
At Silkmore Primary Academy we believe the bridge between teaching and learning is assessment. Therefore, our feedback policy is an integral aspect to the curriculum. The feedback policy ensures that learning is addressed and celebrated or moved forward in accordance to the essential learning objective where the planning has been derived from. Through the use of ‘Try it / Fix it’ time, pupils are given time to reflect on the feedback that the teacher gives and the expectation of this reflection is of the highest standard across the school. Feedback at Silkmore is positive, reflective, challenging and provides opportunities for a teacher to communicate how successful a piece of work is and how this can be further improved (please see the feedback policy).
Silkmore utilises a range of assessment information in order to assess and track pupils’ current progress and cumulative progress across their primary experience.
Key Principles of our curriculum:
Raises aspirations for all pupils
Is purposeful and relevant and ensures that learning is contextualised
Inspires and immerses pupils in their learning
Underpinned by AIM HIGH values
Develops a growth mindset
Celebrates the process of learning rather than just the product and ensures that failing is seen as an opportunity for new learning
Ensures that they are secondary ready by being heavily based on skills
Is memorable and experiential – ensuring that all pupils have opportunities to experiences that will enrich (please see Passport to Enriched Experiences)
Develops strong relations with the community; the school, local and wider community
Provides entrepreneurial experiences
Promotes SMSC and British Values throughout their learning journeys