Organisation of the curriculum
The curriculum is organised in primary schools in the following way:
- Early Years Reception Foundation stage – Ages 3-5
- Key Stage 1 Infants (Years 1 and 2) Key stage 1 – Ages 5-7
- Key Stage 2 Juniors (Years 3 – 6) Key stage 2 – Ages 7-11
“The main purpose of curriculum is to build up the content of long-term memory so that when students are asked to think, they are able to think in more powerful ways because what is in their long-term memories makes their short-term memories more powerful.” (Wiliam, 2018)
As a Kite Academy school, we have identified eight disciplinary concepts that underpin our curriculum. By identifying a main concept (or concepts) for each subject in a unit of learning, we are able to develop this curriculum coherence or ‘stickability’ of knowledge, enabling it to be committed to longer term memory. We use these concepts to shape the key knowledge in a subject, linking across subjects too (‘interdisciplinary’). This process can be summarised in the following diagram. Throughout our planning, the disciplinary concepts are colour coded for quick reference.
Unit Overviews in our foundation subjects identify the knowledge and skills to be taught and detail linked experiences and key vocabulary. They also enable teachers to review prerequisite learning.
Knowledge organisers provide a summary of the key facts and essential knowledge that children need about a unit of learning and provide a one-page visual reference. Key questions may also be used to frame the learning.
Areas of learning
The National Curriculum states what should be taught by every school during compulsory schooling.
The core subjects are; English, maths and science.
Foundation subjects are; art and design, computing, design and technology, languages (at KS2), geography, history, music and physical education.
All schools are also required to teach religious education at all key stages. Although there is no formal requirement to teach citizenship until KS3, we teach PSHCE in KS1 and 2 in order to support children’s social, moral, spiritual and cultural development.
English: The aim for English in the national curriculum is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written word and to develop a love of literature through widespread reading for enjoyment. English comprises of; spoken language, reading and writing. Within English the areas of spelling, vocabulary, grammar and punctuation are integral. The Letters and Sounds programme of systematic, synthetic phonics supports and extends the development of children’s literacy throughout early years and key stage 1.
Parents are expected to support their children’s development, particularly in reading, by finding time for reading activities at home.
At KS2, children develop as independent readers and writers. Oral skills and self-confidence are developed by participating in discussions and debates, by presenting learning to others in the class, in class assemblies presented to parents and through participation in plays and productions. When children’s reading skills have developed to the stage when they no longer need the structure of the reading scheme, teachers introduce our fluent readers to a wide range of recommended texts. The skills developed in English are applied in other subjects across the curriculum.
Mathematics: The aims for mathematics in the national curriculum are to ensure that pupils become fluent in the fundamentals of mathematics, developing conceptual understanding and the ability to recall knowledge rapidly and accurately, reason mathematically and solve problems by applying their understanding in different contexts. Maths programmes of study are organised into distinct domains. In both KS1 and 2 this is; number, measurement and geometry with the addition of statistics from year 2 onwards.
We are creative in our teaching and as such make relevant and purposeful links to real life and other curriculum areas, particularly science. Teachers take advantage of any practical experiences which can be used to reinforce mathematical concepts.
Science: We deliver the National Curriculum for Science through developing scientific knowledge and conceptual understanding, conducting scientific enquiries and, wherever possible, through practical learning and hands-on experience. Children learn to carry out investigations safely, are encouraged to think logically and to adopt a methodical approach to working, recording, interpreting and presenting their results.
Foundation Subjects: At Mytchett we are developing a curriculum which makes meaningful links and enables our children to learn from first hand experience wherever possible. Children learn best when they can make connections and see a purpose for the learning: wherever these links can be made, the Foundation subjects are taught in a cross-curricular way.