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Curriculum Design
In order to tailor the curriculum offer at Greenfields Academy, leaders and teaching staff will
triangulate a range of data sources. This will provide a secure foundation of knowledge for teachers
to develop a breadth of learning opportunities to secure the end of year outcomes in Y6. The three
main sources for data are:
1. The EHCP- this will provide up to date views of the child’s interests and their own perception
of their learning. During the consultation process these EHCPs will be analysed to allow
teachers to structure learning to meet their interests. Engagement into learning is a priority
on children’s arrival at the Greenfields Academy. Furthermore, the EHCP will give an indication
of current academic stages as well as other screening results such as those linked to attention,
speech and language etc.
2. The Boxall Profile - the Boxall Profile will be an essential tool within the Greenfields Academy.
Boxall Profiling will allow teachers to baseline assess children through observation. This fits
with the academies vision that on arrival at the academy is for children to become engaged in
learning in an environment that supports their needs. The Boxall Profile assesses different
strands these are split into two sections developmental and diagnostic.
Developmental Strands:
This measures progress through the different aspects of development in the student's
early years- the first assessing the child and young person's organisation of their
learning experiences, the second, their internalisation of controls.
Diagnostic Strands:
This consists of items describing behaviours that inhibit or interfere with the child's
satisfactory involvement in school- self-limiting features, undeveloped behaviour and
unsupported development. They are directly or indirectly the outcome of impaired
learning in the earliest years. The earlier such children are identified the greater the
hope of being able to address and remediate their social, emotional and behavioural
difficulties by offering patient and supportive teaching.
As a result of identifying strengths and areas of development, teaching and learning can
provide a range of rich opportunities to develop different strands. The aim is for there to be
equity between all strands, this allows for development social and emotional needs, and the
strands within them, to be supported by one another. The Boxall Profile supports teachers to
assess and evaluate provision to ensure that needs are being met and progress identified. This
reflective approach enables strategies to be adapted appropriately to maximise progress.
3. Academic assessment system - Greenfields Academy Assessment System provides teachers
with a structure to quantify progress towards the National Curriculum end-of-year outcomes.
The assessment system identifies two key factors that are based on the cognitive domain of
the child. Firstly, is the year group the child is working within. A ‘2’ denotes that the child is
assessed to be working within the Year 2 curriculum framework. This supports the pitch and
expectation of learning for this child. The letters following the number denotes the level of
independence being shown within the year group’s expectations. This is progressive and starts
with little independence, and a high level of adult support to high independence and low adult
support. The system begins with children being ‘ready’ to start that year groups curriculum.
This requires some baselining on perquisite knowledge and understanding to be able to access
learning. As a child progresses through the year they will cover several sub strands of each
subject’s curriculum. The aim is for children to show greater levels of independence. This
assessment system does not provide a coverage map (content domain) assessment, other
quality assurance measures will provide this information. The aim is for children to become
independent at demonstrating the end-of-year outcomes, this results in the child ‘securing’
that year groups requirements. This is a broad judgement across all strands within a subject,
there is likely to be strengths and weaknesses within a subject or discipline and these can be
identified through curriculum progression maps. Curriculum progression maps will support
teachers to identity strengths and weaknesses within the subject and medium-term planning
can be adapted (through a theme and thread curriculum) to ensure gaps in learning continue
to be developed and consolidated.
Description of Stage
Ready Has sufficient subject knowledge to access the forthcoming curriculum content
Beginning Can access the year group's curriculum content initially with significant subject-specific adult support. (Beginning at 80% Subject Adult Support 20% Independence)
Developing Is developing independence within the year group's curriculum content and has increasing success during these times. Can recognise mistakes and begin to accurately self-correct. (Beginning at 50% Subject Adult Support 50% Independence)
Secure Can access the year group's curriculum content independently with a high success rate (pass mark). Can identify mistakes and self-correct.
Exceeding Can attempt with success unfamiliar tasks from within the year group's curriculum content with independence. Can articulate reasoning to adults and peers.
The Assessment System
The relationship between Adult support and Independence
Subject Coverage
English
English is discretely taught through reading, writing, grammar, punctuation and spelling, and spoken
language. All these skills are promoted throughout the curriculum to ensure these essential skills are
developed and consolidated constantly. The English curriculum is supported by a reading scheme
which allows children to receive targeted reading opportunities to improve their reading fluency and
comprehension. Furthermore, high-quality texts, picture books and film are used to ensure that a wide
range of media is explored. This allows children to explore English through drama, film literacy and
the written word.
Mathematics
Mathematics has its own discrete curriculum, however, where appropriate it is incorporated into
project learning. Mathematics has three core aims, these are:
Fluency (the ability to recall and follow algorithms (methods of calculation)
Reasoning (the ability to explain and articulate, both written and orally, concepts)
Problem Solving (the combination of fluency and reasoning to solve written and pictorial
problems)
There is a mathematics calculation policy which is in line with the suggested methods in the National
Curriculum. In due course these methods will be available digitally on the school’s website to aid
children learning from home.
Independence v Adult Support
Independence Adult Support
The Learning Journey
Beginning
Developing
Secure
Exceeding
Science
Science is covered throughout the curriculum. Some Learning Projects will have a science focus where
relevant and applicable. When required some elements of the science curriculum will be taught
discretely.
Foundation Subjects
The foundation subjects – history, geography, design and technology, art and design and music are
integrated into Learning Projects. There is a balance across the academic year with different projects
lending themselves to specific subjects or disciplines.
PE
Physical Education will follow the National Curriculum and will allow children the opportunity to
experience a range of different sports and develop a range of activities. Furthermore, the PE
curriculum will promote health living, including mindfulness and wellbeing.
RE RE is a statutory part of the curriculum and follows the Lincolnshire agreed syllabus. The RE curriculum is enriched using the Cornerstones ‘Love to Celebrate’ scheme.
PHSE and Citizenship
PHSE and Citizenship are important aspects of our curriculum and are taught both discretely and
within the projects. The coverage and structure of our PHSE and citizenship curriculum is outlined in
the Curriculum policy for PSHE and Citizenship. SMSC and Fundamental British Values are entwined
within the curriculum through Cornerstones’ YoiMoji. YoiMoji (meaning ‘Good character’) is a
collection of 58 colourful characters to help promote fundamental British values.
Computing
The core skills of Computing are taught discretely across school. However, other elements of the
Computing curriculum are integrated into the curriculum as part of project work. These include e-
safety, digital publication and presentation, research, data handling and the use of digital media.
Timetables
Each class has a set of non-negotiable allocations for various aspects of the curriculum, including
English, Mathematics and PE. Teachers are free to arrange their timetable to make the most of cross-
curricular opportunities and the needs of pupils. Sometimes subjects and activities might be ‘blocked’
or run over successive afternoons.
Engage
What do you know
about?
What do you want to
find out more
about?
What interests
you about?
What do you think we should do next?
What would happen if?
Why do you think that?
Can you explain why?
Develop
Can you exmplain
why?
What is your plan?
Why is that information important
What do you need help
with?
What do you think so far
about?
What have you found out about?
Why did that happen?
What is unusual about?
What facts have you
learnt about?
What do you need to do
next?
What are you finding
most challenging?
Innovate
Can you think of ways to
solve this problem?
How many ideas can you think
of?
Which is your best
idea?
What resources
will you need?
What is your plan?
Why do you think
that?
How can you
improve?
How might What is this the
problem with?
What do you know
about?
What do you need to think about?
What do you need
to do first?
How might you
change?
Is it working?
What happens
next?
Who can help?
Express
What have you learnt?
What else would you like to find
out?
What did you find
most challenging?
What part of the project
did you enjoy the
most?
What progress did
you make
Which skills have you
mastered?
How would you like to
share what you've learnt?
What resources do
you need?
How would you like to celebrate
your learning?
What do you think you need to revisit?
Y3
Flow
Gods and
Mortals
Heroes and
Villains
Mighty Metals
Predator!
Scrum-diddly-
umptiousTremors
Tribal Tales
Urban Pioneer
s
Y4
1066
Blue Abyss
Burps, Bottoms and Bile
I am Warrior!
Misty Mountain
Sierra
Playlist Potions
Road Trip
USA!
Traders and
Raiders
Y5
Firedamp and Davy
Lamps
Alchemy Island
Allotment
Beast Creator
Off with your head!
Peasants, Princes & Pestilence
Pharoahs
Scream Machine
Stargazers
Time Traveller
Y6
A Child's War
Blood Heart
Darwin's Delights
Frozen Kingdom
Gallery Rebels
Hola Mexico! ID
Revolution
Tomorrow's World
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