Staff work in curriculum teams to support and monitor the implementation of the curriculum. The curriculum has been designed to ensure coverage, appropriateness, progression and delivery is effective and meets with the curriculum intent. With this in mind, and to ensure staff have a good understanding of the curriculum intent for each curriculum area, the curriculum has been developed under specific headings that cover the subjects within. The team are given time together to monitor the learning area as a whole through; lesson observations, pupil voice, scrutiny of books & displays and outcomes. They work together and support each other as subject leaders to ensure progression across the school, within phases and individual classes is evident. They ensure that teachers have expert knowledge of the subjects they teach and highlight to Senior Leaders where CPD requirements are needed. They monitor pupils’ understanding of key concepts and that these are embedded to their long term memory. They check that teachers use assessment to inform teaching and learning. The sequence of learning, (knowledge and skills delivered in order using vertical drivers), is the responsibility of the class teacher supported by key stage staff. They ensure the curriculum makes links with prior learning and builds upon what the pupils are learning in other areas of the curriculum. Class teachers review topic choices to make sure they are inspiring and make use of real events. The six groups are;
Key skills – English and Mathematics
Personal Development and values – Personal Skills, Core Values and British Values
Creativity – English, Art & Design, Design Technology and Expressive Arts, Music & PE
History and Heritage – History and Cultural Heritage, RE (own identity & heritage of our pupils)
Understanding the World – Geography and Current Affairs, Foreign Languages, ECO Safeguarding and Worship & the community
Discovery – Maths,Science and Technology/Computing
SEND The SENDCo monitors to ensure all pupils can access the whole curriculum irrespective of their special educational need. Access for all is paramount
