INTENT DRIVERS

Values Education

Broadening Horizons

Keep up,  not Catch up

Equality of opportunity

Empowerment

Inspire a love of learning

INTENT

Our curriculum is our unique offer to our children; it is our tool by which we raise achievement and enhance personal development. Our overarching aim is to ‘grow’ pupils in to life.

Our curriculum has been carefully designed to meet the demands of the national curriculum, as well as take in to account the context of our community.  Embedded through our curriculum is our responsibility for the growth of the ‘whole child’. We strive to ensure that our children understand that education is the key to unlocking a world of success and opportunity, whilst understanding what it means to be a good human.

We offer a mastery curriculum, year-on-year building on previously taught knowledge that is ‘baked’ in to the curriculum. Our fully inclusive curriculum embraces a ‘keep up, not catch up’ philosophy, meaning all staff have consistently high expectations for all children in our school. Where children have Special Educational Needs, a team works around that child to ensure that they are given the best tools and skills to access the curriculum in order to achieve their full potential.

Since the curriculum is underpinned by the teaching of knowledge, skills and understanding, pupils are empowered and can pursue their interests and curiosities, making them life-long learners.

Alongside the formal curriculum, we aim to cultivate a rich cultural capital where we embed a culture of wonder and interest in the world. We ensure that current affairs do not go unnoticed. Carefully considered enrichment through visits and visitors enhance our curriculum offer and ensure equality of opportunity. All children can experience life beyond their immediate personal context.

Subject leaders strive to become specialists in their field, and work to ensure that the passion they hold for their subject is imparted on their colleagues and pupils alike. Having subject specialists enables us to not only provide targeted support to our pupils, but also identify and nurture individual interests and talents.

Children leave our School with a real sense of belonging. They embody our values, and are forever a ‘Croyland child’, who can grow in to life with the confidence and skills to embark upon new challenges and experiences.

IMPLEMENTATION – DELIVERING A MEANINGFUL, SEQUENTIAL AND LAYERED CURRICULUM

The curriculum leads, alongside their leadership coaches, have adopted various approaches to the design of their curriculum area and tailored these to best suit our school and our curriculum intent.

We are a research-infomed school and have designed the whole curriculum with research and proven best practice at its heart.  The curriculum is under constant review as we strive to positively respond to the ever changing challenges and needs, within our community and wider society.

Using Ebbinghaus’ research on ‘forgetting’, we teach Design and Technology, Art and Design, History, Geography, Music and Computing in 2 week cycles, with the principle being that you need an opportunity to forget in order to remember. Retrieval activities are fundamental, and daily lesson structure includes such opportunities. Our retrieval statement explains this in further detail.

Subject

Subject Lead

Subject Framework: How the subject curriculum has been designed

How teaching is organised

How learning is assessed

English

Jane Toyer

Sam Mitchell

Claudia Carr

Spelling: Croyland designed LTP

Spelling shed: weekly spelling assignments based on the spelling rule or pattern taught in school data from these assignments is available for teachers to monitor engagement and inform future planning. 

3 x 20 mins lessons

Spelling shed through weekly homework

Formative assessments on marking grids at the end of each session to drive future teaching and learning

Big Spell termly testing to support teacher assessments and track progress and attainment

Writing: Year 2-KS2.  Croyland designed LTP with Jane Considine Write Way units which have been selected to ensure children are exposed to a breadth of genres and purposes to write.

Coverage documents and progression map underpin this, setting out year-on-year progression.

4 x 1 hour

Formative assessment at the end of every session to provide teaching and learning for the next day.

Summative assessment of each unit taught by assessing the final piece of writing  against the writing standards spreadsheet which track progress and support Itrack judgements.

Reading: Year 2 – 6: 40 minutes daily to the teaching of reading and follows Jane Considine’s ‘Hooked on Books’ system. Lessons focus on the articulation of understanding and meaning, leading into written comprehension.

Progression map shows the build-up of skills and coverage, using the National Curriculum. This is represented and taught using the Reading Rainbow.

- Recommended reading lists for each year group

- Cracking comprehension as a discrete practice session

- 1:1 reading with adults

Year 2* – 6 (Over 2 week cycle)

5 x30minutes Book Talk

3 x 30minutes Demonstration Comprehension.

2 x Independent Comprehension.

*Year 2 to introduce Comprehension lessons from Spring Term.

Daily 10minute story (Demonstration Reading), slow story alternating weekly with responsive read. 

Weekly Cracking Comprehension Mission

Formative assessment using Hook on Books assessment grid completed for class teacher’s focus group. Formative assessments noted on planning sheets following independent comprehension lessons to inform the following lesson.

PiRA Summative assessment completed termly to track progress and support Itrack attainment judgements.

Early Reading and Phonics

Lauren Gayton

Read, Write, Inc scheme of work for children in Reception - Year 2. Children follow the scheme through book colours, each colour builds upon skills to help them read, write and spell.

5  x lessons (30 mins – hour depending on group)

RWI assessments completed every 6-8 weeks to track attainment and progress.

Assessments determine future groupings and intervention requirements

Maths

Luke Carroll

White Rose: EYFS – Year 6. Small Steps teaching.

Focus is on a depth of learning through fluency, reasoning and problem solving within a mastery curriculum, supported with a CPA approach to help pupils understand mathematics and to make connections between different representations. This is also braced by a strong focus on mental calculation and fluency.

TT Rockstars: For fluency and recall. Online format supports MTC preparation. Participation is recognised and rewarded

Foundation: daily 1 x adult led session and throughout continuous

Y1 – Y6

4 x 1 hour maths session

1 hour of explicit mental maths teaching split over the week (3x 20 minute sessions).

3x sessions In school/home

Formative assessments on marking grids at the end of each session to monitor pupils progress in lessons and drive future teaching and learning.

White Rose termly testing to support teacher assessments and track progress and attainment.

Science

Nick Shirtcliffe

Croyland designed LTP, using the National Curriculum topics, with working Scientifically taught throughout.

Year group specific objectives are given to ensure that knowledge and skills are layered progressively

1.5 hours per week

Retrieval activities embedded throughout

Formative assessments on marking grids at the end of each session to drive future teaching and learning.

Summative teacher assessments are made at the end of each unit.

Design and Technology

Sarah Wright

Chris Quigley curriculum Companions: Y1 – Y6

Units have been selected to develop the Subject Schema

Sequential Layering of concepts and knowledge  - making connections

2 weekly cycle approach

Retrieval activities throughout

POP tasks to demonstrate understanding

Formative assessments on marking grids at the end of each session to drive future teaching and learning

History

Sarah Wright

Chris Quigley curriculum Companions: Y1 – Y6

Units have been selected to develop the Subject Schema

Sequential Layering of concepts and knowledge  - making connections

2 weekly cycle approach

Retrieval activities throughout

POP tasks to demonstrate understanding

Formative assessments on marking grids at the end of each session to drive future teaching and learning

Geography

Lisa Carroll

(Zoe Smithies)

Chris Quigley curriculum Companions: Y1 – Y6

Units have been selected to develop the Subject Schema

Sequential Layering of concepts and knowledge  -  making connections

2 weekly cycle approach

Retrieval activities throughout

POP tasks to demonstrate understanding

Formative assessments on marking grids at the end of each session to drive future teaching and learning.

Fab 5 used when marking and five children’s work selected and showcased to the class.

Art and Design

Gillian Lister

Chris Quigley curriculum Companions: Y1 – Y6

Units have been selected to develop the Subject Schema

Sequential Layering of concepts and knowledge  - making connections

2 weekly cycle approach

Retrieval activities throughout

3 x units per year

POP tasks to demonstrate understanding

Fab 5 used to inform future teaching and learning

Sketch books to be used to demonstrate reflection and progression.

Music

Sally Beavis

Charanga Music scheme: Year 1 – Year 6.

Units selected to ensure progression in knowledge and skills not taught through the wider opportunity projects.

Croyland designed Listening Project exploring and talking about a range of musical genre, styles, tradition and cultures Rec-Yr 6

1 x 50 mins per week ( class sessions)

1 x first access project per year (KS2)

1 x week Session (10-15mins) Listening

Formative assessment on marking grids at the end of each session to drive future teaching and learning

Formative assessment on Listening Log at the end of each session to drive future teaching and learning. SB to collect and monitor listening logs for future planning

PE

Simon Gayton

IMoves: Ks2 and Real PE: Ks1

Fostering healthy relationships with physical and activity and exercising whilst developing their skill range

Northants School’s Swimming Programme

1 x indoor

1 x outdoor

2 half terms swimming per year in Y3 – Y6

Catch up in year 6 for all pupils not achieving 25 m.

Bike ability Year 5/6

Colour coded system for assessing children’s development in ABC skills (Real PE – KS1)

Computing

Sue O’Sullivan

NCCE computing Curriculum: Year 1 – Year 6

Layered progression of knowledge and skills year to year

Each unit combines with an online safety aspect

I hour weekly

Summative assessments on assessment sheets both during and at the end of each session to drive future teaching and learning.

MFL

Jenny Fyffe

Catherine Cheetah: Y2 – Y6. Adapted to meet the needs  of each year group.

Taught by JF throughout school

1 x weekly lesson

Post assessments have been created for each topic to show children understand and what may require more teaching.

PSHE

Julia Greensmith

Croyland designed spiral curriculum: EYFS – Y6, which is evaluated and developed annually to support emerging need within the community, CPS, and national issues.

Y2 – Y6 is taught by one person

1 hour per week

Formative assessments on marking grids at the end of each session to drive future teaching and learning.

Pupil learning discussions at the end of each topic. Led by the PHSE coordinator. 

RE

Esther Palmer

Liz Haines

Supported in creation of county scheme of work using the RE agreed syllabus. Topics are led by a big question, and knowledge and conceptual understanding is layered sequentially. In accordance with the Cambridgeshire Agreed syllabus for RE 2018. Key skills school document in place for development of enquiry skills.

Y1 – Y6: 1 hour per week

Pre and post assessments completed by children for each R.E. Unit.

Formative assessments on marking grids at the end of each session to drive future teaching and learning.

Assessments at the end of each unit of work per class used to target children who need extending/ supporting. End of key stage data to Northampton shire SACRE at the end of each academic year.

IMPACT

Our greatest tool is formative assessment which has a structured place in all lessons across the curriculum and contributes to adaptive teaching to ensure that no child is left behind. By teaching through concepts, and continually revisiting these throughout ks1 and ks2, children have a vast number of opportunities to further deepen their understanding in different contexts.

Each subject Leader has created a concept- led progression map, meaning learning can be evaluated using clear end points. This has enabled us to modify and personalise our curriculum accordingly.

Each subject leader has a leadership coach who they meet with termly to evaluate the progress of their action plan and their curriculum in a wider context. We measure our impact by evaluating our success against our Intent Drivers. We continually reflect on the impact of our curriculum, using these questions.

Values Education

Broadening Horizons

Keep up, not Catch up

Equality of opportunity

Empowerment

Inspire a love of learning

Do children embody the Croyland values in all they do?

Are children supported to go on to pursue interests and talents?

Does the curriculum expand each child’s cultural capital?

Is there high standards and expectations for all pupils with a curriculum focussed on depth of understanding?

Do we ensure that knowledge and skills are consolidated before moving on?

Do our pupils achieve well as they move through school?

Do children make good progress against their start points regardless of their perceived vulnerabilities?

Does our pedagogy, resource provision, and teaching style, enable access, as well as motivate and engage all learners?

Are children resilient learners who can apply their knowledge and understanding across the curriculum?

Are children well equipped for the next stage of their education?

Is there an understanding and appreciation of the opportunities that a good education can bring?

Is children’s work across the curriculum of a good quality?

Are children enthused about the next stage of their education?