Curriculum Rationale

We want all of our pupils to thrive both socially and academically, through high quality teaching, calm classroom environments and an engaging curriculum. Cognitive science principles of learning can have a real impact on rates of learning in the classroom. By continually developing our understanding of memory and how to balance cognitive load, and applying this understanding in the classroom, we will give more pupils the potential, regardless of their background, to reach the full extent of their potential. We incorporate the following in to our curriculum and lesson plans:

• spaced learning – learning and retrieval opportunities are distributed over a longer period of time.
• chunking – carefully delivering smaller, essential pieces of information to reduce cognitive load.
• retrieval practice – recalling information over a longer period so knowledge is better retained.
• dual coding – using both verbal and non-verbal (such as words and pictures) to teach concepts

No matter how effectively a curriculum is designed, children will only learn and achieve through consistently effective teaching. Rosenshine's Teaching Principles emerged from a desire to enhance learning outcomes and offer a systematic approach to learning. By synthesising various aspects of teaching, Rosenshine developed an approach to teaching that optimizes effective instruction by addressing how:

• People learn and acquire new information
• Master teachers implement effective classroom strategies
• Teachers can support students whilst learning complex material

Rosenshine proposes 10 principles that should be implemented into everyday teaching for simplicity and clarity (left). We strive to embed these principles into all lessons and they form the basis of our approach to teacher training and professional development.

Children learn most effectively when they are calm, happy and focussed. We have a strong focus on emotional literacy through our PSHE curriculum and our Zones of Regulation resources which is featured prominently in every classroom. The ‘Green Zone’ used to describe this calm, alert state. Children are taught to recognise and understand their emotions and when they find themselves outside of the Green Zone, they are equipped with strategies to manage their feelings and responses. As well as supporting optimal learning, this is invaluable in helping children to manage relationships and to become emotionally literate and confident enough to make good life choices.

We strive to meet the needs of all learners in our curriculum, challenging them and enabling them to think critically, problem solve and undertake learning at a deeper level. Beginning in Reception, we cultivate independence at every level – independent working, individual responsibility, resilience and independent thinking. Before children put their hands up to ask for help, our ‘3 Before Me’ approach encourages children to:

• think for themselves and try to complete a task
• use information on the board, working walls or other resources to see if they can find the information there
• ask a friend on their table for help

It is important to avoid misconceptions around how best to cultivate children’s independence. It is key to recognise that pupils don’t just develop self-sufficiency by being given lots of tasks to work on alone. It is a process that is purposefully supported though explicit modelling and teaching. Eventually, pupils go on to develop strategies for themselves by recognising similarities and differences between things they have seen and done before.

When this move from dependence to independence occurs, pupils are more successful in the classroom. It also means they are better equipped to face the challenges which life might throw at them outside of school, which is a vital part of becoming well rounded, resilient young people.