Curriculum

 
 Intent Statement

 At Grade Ruan, we have designed an ambitious curriculum for our children which is based on the application of the National Curriculum within our unique context. This is underpinned by our Christian vision and values.  

Our curriculum emphasises the importance of understanding world events and our local context.  Therefore, we have designed our curriculum to be adaptable to the ever changing world.  We want our children to build strong relationships with our local community where we support and are supported by the wider school family.  As a school we nuture the children's relationship with the environment and the natural world around them.  We want them to care for the world that God has created.

Whilst we celebrate our local context, we recognise the need to enrich our children’s experience with diversity that they may not otherwise experience.

Our driver- mindfulness is created from the need to build our children’s resilience, in learning and in life; we want to equip them with the opportunities and ‘tools’ to learn and succeed.  This links with our driver initiative as well as ensuring our children are happy, well supported and confident, we want to foster high academic aspirations and attitudes to learning as well as developing the skills they will need for success in higher education and in future careers. 

We face a unique challenge in that, due to being a small school with mixed year group classes, our year group structure may change each year (for example, a Reception / Year 1 class becoming a Reception / Year 1 / Year 2 Class). This means that it is not effective for us to plan year-group based repeating programmes, as this would risk children missing out on or repeating content due to unavoidable changes in class structures. 

Therefore, In order to ensure that all children receive coverage of the curriculum and have the chance to develop their skills and build upon knowledge, we have organised the National Curriculum into curriculum maps for each subject. 

 These curriculum maps can be found on each subject page.

These carefully thought out long-term curriculum maps enable us to deliver a bespoke, relevant and exciting curriculum that teachers carefully design into a shorter term plan each term. This allows us to adapt our planning to the shorter term needs and interests of our children, whilst embedding our school drivers and ensuring coverage of skills, concepts and knowledge in the long term. 

Teachers produce a topic web each term for each class, which shows our shorter term plans based on the curriculum maps.  These can be found on the class pages.

This allows us to communicate our learning journey with parents and the community, and enables teachers to carefully sequence and monitor our coverage of the curriculum. 

Our challenging and exciting curriculum is reviewed every year in collaboration with children, parents, staff and the wider school community; this ensures that it always reflects current research and practice, it is reflective of the local and wider context, it is suited to the needs of each cohort of children, therefore is always relevant to the unique context of Grade Ruan School with our Christian Values at the centre of all we do.

 

Implementation

 

We believe it is important to give teachers autonomy to adapt their planning and teaching to the needs of their classes, particularly as different classes at Grade Ruan represent different phases (EYFS/KS1; KS1/LKS2; UKS2). We are all guided by our curriculum aims, curriculum maps and our continuous assessments of the needs and interests of our classes.

 

We would expect to see the following elements across a sequence of lessons:

 

Review - recap what has previously been taught, encouraging children to remember prior knowledge and skills. 

Teach - Give the children opportunities to learn new knowledge and skills. 

Apply - Children have the opportunity to practise using their skills and knowledge

Recap - children are given the opportunity to consolidate what they have learnt by recapping, also giving the teacher the opportunity to assess for learning. 

 

These elements may not be present in every lesson all of the time, but these elements would be expected within a unit of learning. 

 

Examples of ways we might review or recap include:

  • Low stakes quizzes
  • Class quizzes
  • Recall activities such as bingo and mind mapping. 
  • Children creating their own presentations and questions/quizzes about what they have learnt. 

 

Learning Journey Folder

In order to ensure that children’s learning journey builds on prior skills and knowledge, taking into account the changing structure of our classes, we are building a “learning journey” folder for each year group, which includes a summary of the subject topics they have been taught and an assessment of their learning. This allows future teachers to plan for new learning to build on prior learning; address any gaps or misconceptions; and facilitate recall of what they already know.  This ‘cyclical’ model enables children to deepen and broaden  their understanding and knowledge.

Our aim is for children’s learning to be embedded in their long term memory, from which they can build new ideas, learning and knowledge. 

 

Impact 

  • Children will recall previous learning throughout their learning journey. 
  • Children’s learning will build on their previous knowledge, skills and learning, thus deepening and broadening their knowledge and understanding. 
  • Children will develop their mindfulness and independence, their aspiration and initiative, they will value and celebrate diversity and through their growing respect for and relationships with the community and the environment, will develop social responsibility. 
  • Children will have strong numeracy and literacy skills, which they can apply across all learning. 
  • Children will feel confident in their skills and learning. 
  • Every child will make good progress, regardless of barriers to learning. 
  • Children will believe that, with hard work, they will achieve their goals and be able to do work at their year group level to a high standard.