Endeavour Academy Trust is a company limited by guarantee and is registered in England and Wales. Company number: 08245853.

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The Charlton Wood Curriculum

 

 

Curriculum Intent

Endeavour schools intend the curriculum to inspire and support our pupils to place themselves, events and new information in time and to be able to use this to question, challenge and interpret the world around them.

Our curriculum will help pupils to become:

  • Confident and self-aware: Children will be able to join in, contribute to lessons, activities and the wider community.  They will be self-aware, understanding their impact on others and the impact of events and people on the world
  • Intrinsically motivated: Children will develop a deep motivation for learning and understand how to find out new information.  They will ask questions to deepen their understanding and be able to make links between new learning and what they know already
  • Successful: Children will have a sense of pride in their achievements and be able to recognise where they have made progress and set themselves ambitious goals for the future

Our planned curriculum is based on the National Curriculum and the Early Years Foundation Stage Statutory Framework.   Please see the subject pages for an overview of the planning.

Curriculum Implementation

Endeavour Schools retain their uniqueness in their communities so whilst the intent of the curriculum content is aligned, the implementation will be aligned to the school’s own vision and ethos. 

At Charlton Wood Primary Academy School our curriculum is taught using a mastery approach to teaching and learning – underpinning this approach is a belief that every child can achieve at least the expected age appropriate standard when given the right amount of time and high quality impactful instruction.

What does this look like in the classroom?

  • Before beginning a unit of work, teachers assess what knowledge the children in their class already have using: carefully designed questions, quizzes or activities. Teachers use what they have learnt to plan out the learning for the class including the support that individuals may need in order to achieve the expected standard.
  • We believe that every child should participate and be engaged in the learning. To ensure the highest chance of impact, teachers use multiple resources (including images and texts), questions and tasks to communicate and teach each and every concept or idea, adapting these to meet the needs of the individuals in their classroom.
  • Teachers break the learning down into small steps across a unit and within lessons so that children can develop their understanding and teachers can check this.
  • We ask lots of questions and ask the children to demonstrate their understanding in lots of different ways! We know that we have 30 children in every class therefore 30 children need to show us that they understand what is being taught. During the teaching input teachers ask children to talk to other pupils lots to develop their thinking. Teachers ask the children to feedback, write down their ideas and to answer questions to reinforce what is expected and to check how well children have understood.

  • Teachers give children lots of feedback on how they are doing as a result of the questions that have been asked and the work that they do in class. Carefully designed tasks and questions mean that teachers can see how children are doing and can act upon this and intervene where necessary – immediacy is key to our approach so feedback is in the moment and contextualised.
  • In addition to feedback in the lessons, we need to be confident that children have understood concepts and have retained learning in their long-term memory therefore teachers return to concepts regularly and test what children have remembered following a unit of work.
  • The nature of our approach means that within a unit of work children in the class will be working at different levels of understanding and that some children are able to take their learning to a greater depth. Rather than making the work harder through length or harder numbers teachers extend the learning using different contexts or though complex problems.

The approach we take can be visualised using the model below.

Curriculum Impact

We are outcome focussed across the curriculum and work is planned by teachers with the outcome in mind - we always ask ourselves what should the age related expected look like? This is the same regardless of what subject the children are working in e.g. maths, English, history etc.

What does this look like in the classroom?

  • Children are tested regularly following units of work in reading, writing and maths to ensure that concepts have been understood and have been retained in children’s long-term memory. These tests are compared against children nationally or are age standardised – this means that we can be confident that what we think is an age related outcome actually is!
  • In areas of learning where the children are asked to produce a more creative/ artistic outcome children are taught and encouraged how to draft/ edit/ improve so that the final product exemplifies the best they can produce.This is exemplified by the example below of a child being asked to improve their picture of a butterfly following feedback from the teacher rather than draw a picture of another insect.

 

To find out more about our curriculum click on the links below.

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