Introduction and Rationale
Our bespoke curriculum has been designed to be contextualised for the children at Front Lawn. It is the result of research into different models of curriculum design and analysis of the needs of the children at the school.
Firstly, we believe passionately that our curriculum should be broad and balanced therefore our curriculum provides a range of experiences for our children. The core outcome for our curriculum is for all children to leave us with a strong sense of morality and to have a strong awareness of the range of possibilities that are available to them in the outside world. The school's key values are explained to the children through our moral compass (see below) and our culture and our climate for learning provide the following drivers that underpin all areas of our curriculum:
Possibilities - which helps children to build aspirations and know available possibilities for their future lives
Initiative - which helps children grow as independent learners, not dependent on adults to learn
Happiness - which helps our children to focus on the positive and fully make the most of their lives
Community - which helps our children to make a real difference to the area in which they live
Children enjoy a full spectrum of academic, physical, spiritual, moral, social, cultural activities that enrich their lives. Their is equal balance between social and academic learning and we provide a variety of ways in which we help children to protect and learn about their own mental health.
Our curriculum provides appropriate balance by ensuring:
As a result our pupils thrive.
Although our core outcome is to instil a strong moral compass in all our children we also intend:
Our curriculum is designed to enable the following outcomes to be met by ALL children.
Investment in the whole child
We recognise that to succeed and excel in further education and adult life, a purely content based curriculum is not fit for purpose. Our children need the skills and characteristics to lead their own learning, inspire themselves to progress and have confidence and to collaborate with their peers and wider society. We also understand the importance positive mental health has on children and strive to place this at the heart of all we do.
Consequently, during all lessons taught – alongside the learning objective – will be the Independent Learner Skills that are being developed and embedded in the children during that lesson. These are vital ‘life-skills’ that we believe all children need to succeed.
During every lesson, the teacher and children will decide which of the skills they will be using or developing and this will be displayed next to the learning objective. Creating a symbiosis between the learning and life-skills.
In order to ensure that learning in every subject is sequenced appropriately, we have implemented Progression Documents (see below). These ensure that learning is staged and builds on prior knowledge. This provides the children with the opportunity to revisit vital skills and knowledge regularly and embed this learning; therefore becoming experts.
We ensure that we track children's progress in all subjects. We believe this is important because every child is brilliant at something and deserves the chance to receive feedback, make progress and experience opportunities to deepen their learning in all subjects.
If you would like more information on our curriculum please contact Kate Couldwell (Headteacher), Sarah Read (Deputy Headteacher) or Amanda Grant (Deputy Headteacher)