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Purple Mash

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Curriculum Intent Statement

Our Curriculum Intent

At Glusburn we deliver a broad and balanced curriculum where knowledge building is at the heart. Our long term plans ensure mastery of subjects where progression is built on and deepened year on year and children successfully ‘learn the curriculum’. Our learning culture is based on high aspirations and the motivation that ‘every child can’ through a carefully planned and cumulative learning process.

Implementation

Each subject divides new material into manageable steps, lesson by lesson, fostering and nurturing a child’s semantic memory through use of repetition and revisits, STEM sentences and focused lessons where the memory is not over loaded. This implementation ensures that pupils are ready for the next stage, whether that is the next lesson, unit of work, year or key stage.

Assessment

Each unit of work begins by ascertaining the children’s prior knowledge and any connected knowledge held in their long term memory. Any misconceptions that arise throughout the unit are identified and address appropriately. Children continue to recall their knowledge throughout a unit in order to ensure an alteration in long term memory.

The curriculum provides sufficient opportunities for planned revisits of previously learned knowledge, concepts and procedures; this is to ensure that, once learned, knowledge becomes deeply embedded in pupils’ memories.

Regular ‘low stake’ assessments and ‘deliberate practice’ are used in order to strengthen memory by revisiting at gradually increasing intervals.

These ‘Learning Vibrations’ occur throughout units of work so that all children have the opportunity to make connections and embed the information in their long term memory. To ensure that these connections become stronger and children have gained the intended understanding and unconscious competence in knowledge, ‘Learning Vibrations’ occur after the end of a half-term’s unit of work 2 weeks into the next half-term; at the end of the following next half-term; at the end of school year. This helps the children to tune in, recall and listen to their learning; increasing the volume and vibrancy of their knowledge. This system of sequenced ‘Learning Vibrations’ allows children to continue to learn new curriculum content whilst also making alterations to long term memory; not overloading the child.

Creativity

Although ‘knowing and remembering more’ is our key driving factor, creativity also permeates our curriculum. Teachers plan opportunities in all subjects for pupils to think in different ways; find different solutions; make links and connections between subjects and information and imaginatively use and apply knowledge. This is achieved by teachers presenting concepts and key knowledge in a variety of ways.

Special Educational Needs and Disability

We recognise that pupils with SEND have a range of different needs and starting points. Some of our pupils have severe, complex or profound needs that have a significant impact on their cognitive development, especially the way that they are able to make alterations to their long-term memory.

Leaders  are ambitious for all pupils including those with SEND, developing and adapting the curriculum so that it is coherently sequenced to all pupils’ needs, starting points and aspirations for the future; acquiring the knowledge and cultural capital they need to succeed in life and supporting specific outcomes: communication and interaction, cognition and learning, physical health and development, social, emotional and mental health.

In line with our Inclusion Policy all children on the SEND register have a ‘My Support Plan’ and Individual Provision Map (IPM) detailing all support and provision in place for each child; these are reviewed termly with parents. Children with more complex needs have an Educational, Health Care Plan which details specific provision from all agencies involved with a child; these are reviewed annually.

UNCRC ARTICLE 23: A child with a disability has the right to live a full and decent life in conditions that promote dignity, independence and an active role in the community.

Creating Global Citizens through Cultural Capital

Our children leave Glusburn as independent and resilient learners full of curiosity and wonder. We hold reading at the centre of our curriculum and aim to encourage wider, more avid and life-long readers. To do this, we choose texts which explore many social, emotional and cultural issues thus developing the cultural capital of our children. We nurture the intrinsic links between pupils, parents and school, striving to help our children become respectful and kind citizens on a local and global scale with a central focus on the UNICEF Rights of the Child.

UNCRC ARTICLE 28: Every child has the right to education. Primary education should be compulsory and free. Different forms of secondary education should be available to every child. School discipline should respect children’s dignity and rights. Richer countries should support poorer countries in this.

UNCRC ARTICLE 29 Education should help develop every child’s personality, talents and mental and physical abilities to the full. It should develop children’s respect for their own rights and those of others, for their parents, for their own culture and the cultures of others, and for the natural environment.

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