Temple Learning Academy

Education Plans

Temple Learning Academy Curriculum Vision

Every student will experience a broad, balanced and inclusive curriculum throughout his or her learning journey at Temple Learning Academy. This will enable all learners to acquire and develop knowledge, understanding and skills in English, mathematics, science, humanities, modern foreign languages and the Arts with a love of learning which will lead to successful and satisfying lives. The vision that lies at the heart of the Academy is to be a centre of excellence that will inspire all learners to achieve their full potential and place them in the heart of local, national and global communities.

Our earliest curriculum provision ensures our youngest learners achieve the maximum number of Early Learning Goals enabling them to access the National Curriculum in Year 1. They will experience focused and specific English and mathematics provision enhanced with opportunities to learn creatively through play, inside and out, in a language-rich and communicative learning environment they help shape.

The focus of the curriculum through Years 1 to 11 is to develop a wide range of skills and will help to foster students’ thirst for learning through inspiring and relevant learning experiences. Through the wide variety of subjects, topics and project based learning opportunities, students will also develop the personal, learning and thinking skills required to they can maximise their success, enabling progression to further education, employment or training. The curriculum will develop creative, enquiring and independent learners adept at problem-solving and team-work, providing a foundation for life-long learning.

Students will develop their spiritual, moral, social and cultural awareness through the curriculum. An evolving and reactive programme of Personal, Social, Health, Citizenship education (PSHCE) running throughout the year will promote students maturing into healthy young citizens who will make a positive contribution to society and their local community.

Our working day has been adapted to reflect our vision.

Time Activity

7.30 a.m. – 8.30 a.m. Breakfast Club (including Language lessons for EAL pupils and their families)

8.30 a.m. – 8.45 a.m. Registration

8.45 a.m. – 9. 15 a.m. Assembly

9.15 a.m. – 12.00p.m. Formal Learning (including English and Maths)There will be a break time within this period.

12.00 p.m. – 1.00 p.m. Lunch

1.00 p.m. – 2.30 p.m. Project Based Learning (PBL) Cross curricular approach to coverage of curriculum developing the 5Rs.

2.30 p.m. – 3.30 p.m. Enrichment for all (mandatory). Music, languages, sports, drama, dance, cooking, games etc….

3.30 p.m. – 4.30 p.m. Enrichment (optional)

4.30 p.m. – 6.30 p.m. Wrap around care.

The 5Rs of Lifelong Learning

• Reflectiveness (Learning from experience)• Resourcefulness (Flexibility, imagination & risk

taking)• Resilience (Positive attitude and target setting)• Responsibility (Looking after yourself and others)• Reasoning (Making careful decisions)

Encouraged everywhere – developed through PBL.

The Structure of the Academy is different too.

The curriculum at Temple Learning Academy is shared between 4 learning phases.Each year group from EYFS to Key Stage 4 works within a learning phase mapped outas;

Phase 1 Reception & Year 1 - Daily focused quality English and mathematic provision. Small cross curricular projects. Literacy provision will be based around the Read, Write Inc synthetic phonics and writing programme. Mathematics provision in Early Years will be based around the principles outlined in ‘Little Big Maths’ and continued in Year 1 in Big Maths. Big Maths is a rigorous, systematic and structured approach that gives the whole Academy instantaneous organisation and alignment. The CLIC resources provide progression at a glance as well as progression in detail. This empowers all adults in the school to easily and accurately intervene and plug gaps where necessary, and to prevent future gaps from developing as all children make their way through the system with the necessary pre-requisite skills to meet new learning with further success and confidence.

Phase 2

Years 2, 3 and 4 – Daily focused quality English and mathematic provision. Literacy provision will continue to be Read, Write Inc for those learners still working through the programme. Those who have completed Read, Write Inc and are secure in phonic knowledge and reading skill shall access the ‘Language and Literacy’ Programme enhanced with extra opportunities to write creatively each week. Mathematics provision in Phase 2 will be based around the principles outlined in Big Maths. PBL (Project Based Learning) opportunities will exist across the entire phase, developed by Programme Leaders and teachers, ensuring coverage of national curriculum and year group expectations.

• Phase 3

LowerYears 5 and 6 - Daily focused quality English and mathematics and science provision. Those who have completed Read, Write Inc and are secure in phonic knowledge and reading skill shall access the ‘Language and Literacy’ Programme enhanced with extra opportunities to write creatively each week. Mathematics provision in Phase 3 will be based around the principles outlined in Big Maths. PBL (Project Based Learning) opportunities will exist across the entire phase, developed by Programme Leaders and teachers, ensuring coverage of national curriculum and year group expectations.

UpperYears 7 and 8 - Daily focused quality English and mathematics and science provision. PBL (Project Based Learning) opportunities will exist across the entire phase, developed by Programme Leaders and teachers, ensuring coverage of national curriculum and year group expectations.

Phase 4

At Phase 4, Years 9, 10 and 11 - Daily focused quality English, mathematic and science provision. Learners choose from a range of options and all curriculum areas will become more focused in order to give real breadth and diversity to specialist areas of the curriculum as well as developing a deeper understanding of their place in the community and application of the 5Rs. In this way, the concept of the through school will offer the expertise of secondary subject specialists to be combined with the benefits of primary provision expertise in project based delivery, ensuring the best possible provision for all learners at all phases.

Across phases learners have the opportunity to access their own individual year group curriculum as well as opportunities to work with other learners from within their phase. This promotes learning opportunities across year groups that supports the principles of the 5 R’s, the Co-operative values, allows for Project Based Learning programmes and aids the transition process.

What is PBL?• Taking learning outside the subject.• Developing critique.• Giving learners responsibility and ownership of their

learning.• Links to enterprise.• Gives an audience and purpose.• Seeks to produce ‘BEAUTIFUL WORK’ which is rewarding.• Project orientated Learning• Involves working with others, taking risk and improving

on work.

An example of a past project.

• Year 2 – Local area study.

Our EYFS provisionRead, Write Inc

• Read Write Inc. Phonics is a comprehensive literacy programme designed to get all of your infants reading and writing quickly. Importantly, phonics is not taught in isolation.

• Initial and on-going assessment tracks every child’s progress

• Children are grouped by ability so they learn rapidly at the right level

• Partner work means every child participates in the whole lesson

• Our special ‘three reads’ approach ensures every child gains accuracy, fluency and a good understanding of the text

Little Big Maths

•Little Big Maths ensures there is a press on progression within the context of the child’s play, self-discovery and personal learning journey. This framework is known as A-CLIC (Amounts – Counting, Learn Its, It’s Nothing New and Calculation) and is characterised by accurate steps of progression (known as Progress Drives) that make new learning easy and obvious to children.

•Big Maths therefore, provides a rigorous, systematic and structured approach that gives the school leader instantaneous organisation and alignment. The Little Big Maths resources provide progression at a glance as well as progression in detail. This empowers all adults in the school to easily and accurately intervene and plug gaps where necessary, and to prevent future gaps from developing as all children make their way through the system with the necessary pre-requisite skills to meet new learning with further success and confidence.

Talkboost

• Talk Boost is a structured and robustly evidenced programme that can boost a child's communication by an average of 18 months after ten weeks of intervention.

• The programme breaks language and

• communication down into 5 components:

• l Attention and Listening• l Vocabulary • l Building Sentences• l Telling Stories• l Conversations• There are key principles

for teaching each• of these areas of

language.

Child Initiated / Led Learning

• Independent learning is about children having opportunities and time to plan and develop their play and interests. Within child initiated time children are able to extend and apply their learning

• Playing and exploring: children investigate and experience things, and ‘have a go’

• Active learning: children concentrate and keep on trying if they encounter difficulties and enjoy achievements

• Creating and thinking critically: children have and develop their own ideas, make links between ideas, and develop strategies for doing things

Keen to involve other agencies.• Artforms• Local Artist• Dance• YMCA