Any Curriculum design is, broadly speaking, a “local interpretation of a nationally designated curriculum”, or how you interpret a designated curriculum in the context of your pupils.
At Kibblesworth Academy, that means taking the end-of-year and end of phase expectations and delivering them in a way that:
- Is developmental
- Takes into account our local history, environment and heritage
- Links in with local, national and international events
- Welcomes the skills and experiences of visitors, and the opportunities educational visits create.
- Values equally the development of skills and the assimilation of knowledge.
- Challenges all learners to challenge themselves.
- Develops resilient, inquisitive learners.
- Helps to equip all pupils to take their place in British society in the 21st Century.
All subjects are taught according to the class timetables to ensure resources and learning spaces can be organised effectively. Some units and subjects are taught over a series of weeks across a half term or term, while other subjects are occasionally delivered in blocks to make the learning more powerful or relevant to a local event.
Each subject has its own subject specific policy, which is available from both the curriculum and policy section of the school website.
Within, and alongside, the curriculum subjects, the following areas are also delivered where appropriate:
o Sex and relationship education
o Spiritual, moral, social and cultural development
o British values
For the most part, these elements are interwoven within other curriculum areas, although SRE can be delivered discretely as well as within certain biology units.
See our EYFS policy for information on how our early years curriculum is delivered.
A curriculum which is developmental
A core principle of our curriculum design is for it to be developmental. A curriculum should reinforce prior learning and increase in cognitive complexity, and this is a key feature of curriculum design at Kibblesworth. This means it should widen out as the child moves through the school, revisiting concepts in greater depth, and all the while, developing a set of transferable skills which can be used at Secondary school and beyond.
For example, a child may learn about light and dark in Key Stage (KS) 1, but as he/she moves through school would learn about how light is created, electricity, the impact of light and dark on day and night and seasons, eventually tying it in to more complex concepts such as climate change in later Key Stages. In science for example, we would always plan to then learn about some of the concepts taught in context, linking together different strands of science when learning about scientists and their work.
A curriculum embedded in our local area
We want our curriculum to be built around our local context – our geography, our history, and the natural environment which surrounds our school and village. We want our pupils to learn about historical figures of local significance, the mining and industrial heritage of our village, and its place in the wider world. We also want to ensure that all pupils know how the local area is changing, both physically and economically, and be able to predict and reason what the future may hold.
A curriculum that is flexible enough to engage with current events
We want our curriculum to encompass national and international events, such as anniversaries of landmark events such as the Moon landings or international sporting events. We also want all pupils to be able to discuss current affairs and events in the world through engaging with the news daily in school.
A curriculum which encompasses the experiences of visitors and gives pupils the chance to learn beyond the classroom
We want our pupils to be able to listen to the experiences of visitors who can bring the curriculum to life. We encourage teachers and curriculum leaders to plan for these events and embrace them wherever possible. We also recognise the value of learning beyond the classroom. As such all curriculum areas should try to plan for a balanced range of trips and experiences as the curriculum develops across the key stages. This could range from a lesson within the school grounds, to the local park, in the local area, or wider afield.
A curriculum which recognises the development of transferable and subject specific skills alongside the acquisition of knowledge
We want our pupils to be able to experience a curriculum where skills are acquired sequentially from key stage to key stage, for example, the ability to read grid references in geography, progressing from four to six figure references, or the development of painting skills in art. We want our throwing and catching skills to develop into striking and fielding, and our ability to research and evalutate evidence in history to develop as we move through school. These individual building blocks will be explicitly planned for, taught and tracked to ensure we create geographers, historians and artists who have mastered the appropriate skills to help them take the next steps in Secondary school. To balance this, our curriculum will be rich in knowledge, learning about events in history, famous artists, and the geography of the world. It is designed in such a way that the skills which are developed are applied constantly as new facts and new content is introduced.
A curriculum built on high expectations for all pupils
We insist that all teachers and subject leaders have high expectations of what pupils can achieve within each subject area. Extension and provision for the most able is built into every unit across every subject. Our curriculum is designed to recognise success and built upon it. Pupils are encouraged to challenge themselves to take their learning in new and different directions.
A curriculum which develops and celebrates resilience
In-built within our curriculum is the explicit teaching of resilience in all subject areas. We recognise and celebrate the skills required to keep going when things don’t come easy, or even when we get the wrong answer. These skills are developed and reinforced throughout all lessons across all subject areas.
A curriculum that “future proofs” all pupils
We need a curriculum which delivers the skills and values which will future proof our pupils against an uncertain world. Industry reports suggest that 85% of jobs which will exist in 2030 have not been invented yet, but even if this bold statement does not come to fruition, it is clear that the modern workplace is more mobile than ever, with a career or job for life being largely a thing of the past. With this in mind, all of our curriculum subjects also contain “soft” targets which build the habits and qualities which future employers will value, such as flexibility, thinking skills, communication and presentation skills. All of these areas are not only explicitly developed but tracked to ensure that all pupils have the chance to develop these skills sequentially.