At the Learning Academy Partnership, our curriculum is implemented with our curriculum Intent at the heart of all we do,
`Learning can be defined as an alteration in long-term memory. If nothing has altered in long-term memory, nothing has been learned. In order to develop understanding, pupils connect new knowledge with existing knowledge.’ (Ofsted)
Our curriculum design is based on evidence from principles of learning, on-going assessment and organisation and cognitive research.
Our curriculum is knowledge-rich and skills are acquired alongside core content in order that the fluent application of knowledge develops learners’ skills across a range of subjects. An importance is placed upon foundational knowledge, concepts and core skills so that sufficient knowledge is established, ready for the next stage of learning.
The curriculum is organised by subject domain with natural links between core content established where appropriate. This allows children to study the pure essence of each subject and develop as historians, musicians and the like.
Progression of knowledge and skills documents outline the core content to be covered for each subject. They provide clarity of the `sticky’ knowledge for each year group. These documents also contain the key vocabulary to be taught and provide relevant texts that will support each area.
There are medium term plans for each area of each subject. These plans provide the coherently sequenced lessons that will cover the core content. They provide a natural progression for pupils to continually layer their understanding and build upon prior learning. Retrieval practice is a key component of each lesson that allows pupils to revisit and revise prior content.
Assessment is carried out continuously in the classroom as children learn. Through observations, peer assessment, marking and feedback and self-assessment, children are aware of what they have done well and how they can improve further.
From ongoing feedback on pupil progress, teachers will ensure that they are building on prior learning and knowledge. A range of assessment tools will be used to identify where pupils may need extra support or intervention.
