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.
Critical learning pathways have been carefully planned to support progression and success for all learners for all curriculum areas over 4 terms. Key concepts of knowledge and skills are progressively planned to support a developmental curriculum in line with meeting the needs of all children.
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, known as ‘speak like an expert’ allows children to retrieve knowledge that has been previously taught as a strategy to support children to move learning from the short term to the long-term memory.
It is essential that the 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:
Aspirational high achievement culture
We have developed two curriculum drivers that shape our curriculum, bring about the aims and values of our school, and respond to the particular needs of our community:
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.
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 4 assessment points:
We have a very broad Primary Curriculum covering 12 subjects meeting all the national curriculum requirements.
The curriculum includes:
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.
We carefully track to ensure pupils are on track to reach the expectations of our curriculum through skills, knowledge and communication. The impact of the curriculum is that by the end of the year, the vast majority of children have sustained mastery of the content, knowledge and skills, they remember it all and are fluent in it. Some children will have reached a greater depth of understanding where they can apply their learning.
© Castleford Academy Trust 2020