Glasshoughton Infant Academy
At Glasshoughton Infant Academy experiences are at the heart of all learning where children have ‘hands on’ learning opportunities through real life objects, visitors or visits. Children are immersed in thematic learning based on an interleaving curriculum where new knowledge is taught, learned, remembered, revisited and applied by children ‘being’, for example being a Scientist or a Geographer.
At Glasshoughton Infant Academy we believe that language development is vital for all children. We have high aspirations and support them to ‘be’ in their learning. The experiential and interleaving approach ensures that language is used by all stakeholders, including parents. Children develop good comprehension of the words they are using and are able to use them in context and accurately as part of their real learning.
Retrieval practice is planned for daily through ‘speak like an expert’ where children are expected to retrieve knowledge that has been previously taught as a strategy to support them to move learning from the short term to the long-term memory.
We are a ‘talk rich’ school: talk is central to our curriculum and to the way our pupils learn. Children learn through talk. We believe oracy (the ability to communicate effectively) is a central means of extending pupils’ linguistic, social, emotional and cognitive development; it is key to the progress and attainment of all pupils across all areas of the curriculum.
At Glasshoughton Infant Academy we view computing as an essential element of the curriculum. Our aim is to enhance learning in all areas of the curriculum through the use of computing. It is envisaged that computing does and will continue to enhance the process of teaching and learning in all areas of the curriculum. Computing will also provide the children with a way to communicate their understanding and prepare them for the future.
It is essential that the Computing curriculum is organised in such a way that it provides learners with the opportunity to learn expected behaviours and be successful in their learning so that we can deliver our mission and aims.
The breadth and depth of the curriculum is designed to:
Coherently planned academic curriculum
Underpinned by our two curriculum drivers our academic curriculum sets out:
Cultural capital is the background knowledge of the world pupils need to infer meaning from what they read. It includes vocabulary which, in turn, helps pupils to express themselves in a sophisticated, mature way.
The curriculum is designed for all children to maximise their potential through carefully planned and targeted teaching, where assessment for learning provides vital intelligence on what the next steps need to be for individuals to succeed in their learning. Pre-teaching and Same Day Intervention are two strategies that are consistently applied across school to support children to experience success. The developmental progressive curriculum is designed in such a way that individual needs, strengths and next steps are built upon to ensure no child, including those who are pupil premium or disadvantaged, fall behind.
Nothing is learned unless it rests in pupils’ long term memory. This does not happen, and cannot be assessed, in the short term. Assessment therefore answers two main questions: How well are pupils coping with the curriculum content? And how well are they retaining previously taught content? This is assessed throughout the lesson on a daily basis through assessment for learning where children’s understanding of key concepts is revisited, feedback is given and acted upon and has it been remembered is checked in future learning. The use of cold and hot assessment tasks support assessment of progression and further next step identification.
The impact of the curriculum is assessed at 3 assessment points:
This will support teachers to highlight clear next steps for individuals and support leaders in school in their professional dialogue around progress, CPD, subject knowledge, outcomes and lines of enquiry to follow. Impact of the curriculum is triangulated through skills, knowledge and the ability to communicate the learning.
We have a very broad Primary Curriculum covering 12 subjects meeting all the national curriculum requirements.
The National Curriculum 2014 is followed across school ensuring that there is progression of Computing knowledge and skills, this is enhanced through the wider curriculum assessment policy. The two are used, in conjunction together, as a planning tool allowing teachers to plan for a variety of engaging tasks and cross-curricular learning.
Computing is taught in a cross curricular manner, this is evident across school, with some specific topics taught in isolation. However the computing language and terminology used is used in a variety of subjects to increase the children’s short term memory and confidence in using the vocabulary taught. Regular theme days incorporate the use of computing equipment and provide memorable learning experiences for all children as they learn through a variety of methods and learning styles.
Sequential schemes of learning with clear planned learning objectives for all Computing lessons allows children to build on prior knowledge and skills. This is delivered through a progressive curriculum ensures that current learning opportunities are based upon children’s previous learning, knowledge they have retained from previous lessons or the previous year group and links to year group expectations.
Spacing and interleaving ensures that computing is threaded throughout the week and is a part of the children’s daily diet. This is outlined in long-term and medium term planning to ensure progression of skills and also to ensure that all computing objectives are being revisited to transfer knowledge and skills to long term memory. Children are encouraged to retrieve knowledge taught within the Computing lesson and apply this understanding to different subject areas e.g. children will be taught how to code and debug programmes in isolation within the computing lesson but would be expected to transfer these taught skills to other lessons such as science when carrying out an experiment.
Our school Twitter and Tapestry are regularly used by stakeholders in school to share children’s learning for parents to see, other schools within the academy trust and children. This online profile has given the children a greater understanding of technology used in everyday life and understand the priority in safety online and appropriate sharing of information. Home school links are also fostered through the use of Class Dojo. This tool is used to communicate children’s learning with parents, celebrate their achievements and support the use of remote learning in the current climate.
Children in EYFS and KS1 have access to a green screen. In EYFS this aims to enhance provision areas and combine technology within the children’s daily learning. In KS1 children are to then develop these computing skills through filming themselves using the computing equipment and green screen and post it independently onto their class journals. Children also have access to a wide range of apps that help to support the curriculum content. These apps range from consumer apps to creator apps which allow children to become confident in using computing skills to operate technology but also use their computing skills to create elements on a range of technology.
Emphasis on vocabulary and definitions that are computing specific is shared with all stake holders including parents. This is shared with parents termly and regularly used by adults in the classroom and around school.
Additional support is provided for children who are not meeting their targets through bespoke small group intervention led by highly skilled professionals. This is monitored through pupil progress meetings and SMART targets to ensure the impact of the intervention is as anticipated in a timely manner.
Suspended learning – When the normal lesson timetable is suspended, take place during the year. These days allow children to learn in different ways such as off site, with external providers or using different curriculum approaches. These days’ cover subjects such as Staying Safe, British Values, hook days/trips/visitors etc. The curriculum is further enriched and boosted through the wide variety of after curricular activities that are available for the infant children including music classes where they learn to play an instrument, sports coaching, MFL, craft and creative clubs, computing and coding club. All children are invited to attend the clubs through an open invitation and specific children, including our most identified vulnerable children are contacted individually to ensure they have had involvement in at least one of our clubs.
The impact of the curriculum is that:
© Castleford Academy Trust 2020