Recovery Curriculum – Autumn 2020
Please see below a video about our Recovery Curriculum as we welcome back all pupils at the start of the Autumn term 2020. There is also a downloadable written annotation of the video for those who would would like to access the information in writing
At Chellaston Junior School, we ask, “Why?”. Our curriculum is based upon developing enquiring minds.
Through our curriculum, we teach our pupils core knowledge, which then equips them with the ability to showcase their reasoning skills. We want our children to ask ‘why?’ and develop their independence and resilience to answer their own questions for themselves.
We encourage and foster pupils’ creative thinking, allowing them to explore and respond to the world we live in, through the curiosity of asking ‘why?’
At Chellaston Junior School, we never put a ceiling on what pupils can achieve; we stretch them so that each pupil can reach their full potential. We adapt our curriculum to suit the needs of all our learners. Our adaptations allow equality of opportunity for every child; no pupil is left behind.
Curriculum maps are produced for each year group ensuring clarity of coverage with a strong emphasis on progression of knowledge and skills. Carefully selected enrichment opportunities are key to providing all pupils rich experiences to enhance their learning.
Our curriculum design is based on evidence from principles of learning, on-going assessment and organisation and cognitive research. (EEF research, Cognitive Science, Psychological Science).
These main principles underpin this:
- Start from a learner’s existing understanding.
- Involve the learner actively in the learning process.
- Develop the learner’s overview, i.e. metacognition – this requires that students have a view of purpose, have an understanding of the criteria of quality of achievement, and self-assess. (EEF Metacognition).
We emphasise the social aspects of learning (i.e. learning through discussion) as these make a unique contribution to learning. (EEF research Collaborative Learning).
Curriculum organisation and timetabling provide learners with opportunities for constant recapping of knowledge and skills with well-spaced reviews. (interleaving and addressing the forgetting curve).
We deliver a coherently planned curriculum with a progressive development and understanding of key knowledge, skills and concepts, which are revisited regularly. Some of our content is subject specific whilst other content is combined in a cross-curricular approach enabling us to put knowledge into context. The use of Knowledge Organisers provide transparency within the curriculum – an overview of pre-teach content and also a means of tracking knowledge, skills and understanding of concepts which are regularly re-visited in the form of a variety of retrieval exercises. This regular revisiting enables knowledge is committed to long-term memory.
On occasion, topic headings may occur on a rotation depending of class sizes/organisation of year groups. This is carefully tracked by Subject Leaders to ensure topic content is not repeated, the progression of key knowledge and skills in still maintained and also that content is differentiated for different age groups when necessary.
The impact of our curriculum is measured in terms of the extent to which pupils have developed new knowledge, understanding and skills and that they can use and recall this with fluency.
This will be measured by:
- Outcomes in KS2 tests
- Knowledge Organiser assessment tasks
- In school attainment tracking of both core and foundation subjects.
- Standardised test outcomes
- Attendance data
- Behaviour Logs
- Engagement in enrichment activities
- Measures of pupils’ improved resilience
- Pupil voice
- Subject Leader monitoring – scrutiny of books, assessment, pupil interviews and questionnaires
- Governors’ monitoring