“The framework for setting out the aims of a programme of education, including the knowledge and skills to be gained at each stage (intent).” Ofsted
At Lancot, our curriculum is designed to inspire and engage our pupils through purposeful, first hand experiences that prepare our pupils for the ever changing world that awaits them. These experiences are underpinned by the teaching of basic skills, knowledge, concepts and values in order to facilitate high quality outcomes in all areas.
Learning journeys based on strategically chosen vehicles culminate in a large scale WOW which embraces family and community involvement. These curriculum vehicles shape our curriculum; they are derived from an exploration of the backgrounds of our pupils, our beliefs about high quality education and our values. They are used to ensure we give our pupils appropriate and ambitious curriculum opportunities.
Learning is staged in progressive milestones which allow pupils to revisit skills a number of times throughout their primary education.
Within each Milestone, pupils gradually progress in their procedural fluency and semantic strength through cognitive domains: basic, advancing and deep. The goal for pupils is to display sustained mastery at the ‘advancing’ stage of understanding by the end of each milestone and for the most able to have a greater depth of understanding at the ‘deep’ stage. The time- scale for sustained mastery or greater depth is therefore two years. (Chris Quigley Education, Curriculum Statement, 2019)
Our curriculum is based upon our belief that attributes are a key driver in all forms of success in life. Through providing these attribute based experiences we create learners who are resilient, creative, curious, collaborative, independent individuals who think critically, make links and take risks to achieve their full potential.
Our brave and ambitious curriculum provides opportunities for challenge and over coming failures, for both our pupils and staff, in line with our motto of ‘Embrace Challenge, Expect Excellence’. We want to encourage our pupils to develop a thirst for knowledge and experiences, producing creative, critical thinkers.
Our curriculum prepares pupils for secondary school and life in modern Britain by developing pupils understanding of the fundamental British Values.
Our curriculum design is based on evidence from cognitive science; three main principles underpin it:
Learning is most effective with spaced repetition. (We follow the Chris Quigley milestones which allow for each area of learning to be repeated throughout each phase; KS1, LKS2, UKS2.)
Interleaving helps pupils to discriminate between topics and aids long term retention.
Retrieval of previous learned content is frequent and regular, which increases both storage and retrieval strength. (AIP priority; Summer Term focus)
Pupil learning takes place during ‘creative’ sessions; the content is subject specific and made explicit to pupils. This allows for strong intra-curricular links to strengthen schema.
Continuous provision, in the form of daily routines, replaces the teaching of some aspects of the curriculum and, in other cases, provides retrieval practice for previously learned content.
At Lancot, we recognise that learning is a change to long-term memory; it is therefore impossible to see and reliably measure impact in the short term.
We use probabilistic assessment based on deliberate practise. this means that we look at the practices taking place to determine whether they are appropriate, related to our goals and likely to produce results in the long run.
We use comparative judgement in two ways: in the task we set (e.g. POP tasks) and in comparing a student’s work over time. We use lesson observations to see if the pedagogical style matches our depth expectations.