CurriculUm

 

Curriculum intent

The aim of Manifold Church of England Academy is to provide opportunities for children to develop as independent, confident, successful learners with high aspirations who know how to make a positive contribution to their community and the wider society. There is a high focus on developing children’s moral, spiritual, social and cultural understanding.

The school’s focus on curriculum development has been carefully designed to ensure coverage and progression with frequent opportunities to embed prior learning. It provides pupils with memorable experiences, in addition to diverse and rich opportunities from which children can learn and develop a range of transferable skills (Manifold's Life Skills). The children's own community is frequently used as a starting point for engaging interest. A primary focus of our curriculum is to raise aspirations
(Manifold Mindset), engender a sense of personal pride in achievement, and provide a purpose and relevance for learning. As the school serves a community where there is rural deprivation, we provide activities that children may not otherwise experience. We recognise that the children need both a sense of valuing themselves, and developing aspirations for their future and for their community.

We want our children to experience:

  • The love for lifelong learning and the risk involved to ensure grit, resilience and confidence when tackling and extending their own learning independently. 
  • The opportunity to aim high and aspire to be the best they can possibly be, reaching their full potential. 
  • A unique curriculum experience that is built on knowledge and vocabulary.
  • A curriculum where prior knowledge provides the anchor for future learning. 
  • A curriculum that is progressive and built on prior knowledge. 
  • A curriculum that offers challenge on a daily basis.
  • A curriculum that develops independence - enabling them to make healthy, safe life choices for themselves and others.
  • A curriculum that encourages them to understand, be interested in and show respect to others, whilst also developing their own self esteem.
  • A curriculum that enables them to become literate and numerate, having confidence when communicating, working with and responding to others.
  • A curriculum that enables the to develop analytical problem solving skills.

Implementation of our curriculum

Our curriculum is implemented with our intentions as the drivers behind our actions. 

Our curriculum is centered around and driven by the children. Each term, the children study an area of learning which is driven by an overall question, encouraging the children to think and find out things for themselves. Examples include ‘What makes the Earth angry?’ and 'Would a dinosaur make a good pet?’ At the start of the topic, we work with children to find out what they already know and what they would like to know more about. This ensures that we deliver a personalised curriculum and give the children ownership of their learning.

All of the National Curriculum subjects are covered through this approach and there is a strong focus on the basic skills of reading, writing, mathematics, oracy and ICT. As well as covering academic subjects, we also encourage the children to take responsibility for their own learning and we aim to provide them with the skills required to be a life-long 21st century learner. Here the children are shown how to be:

  • Self managers
  • Effective participators
  • Resourceful thinkers
  • Reflective learners
  • Independent enquirers
  • Team workers
  • Resilient individuals

All teaching and learning is carefully planned to ensure that the needs of all learners are met. Our work is also enhanced by a range of exciting visits and visitors – in the past we have travelled to Ford Green Hall, Sudbury Museum of Childhood and Colwyn Bay!  Children are always encouraged to reflect on their learning at the end of lessons, the end of a week and the end of a topic. This maximises the potential for children to recognise the learning journey they have been on and where they would like to take their learning next. 

Our curriculum intent is implemented throughout all subjects and curriculum activities ensuring a broad and balanced learning experience is provided for every child at Manifold Church of England Academy. Clear strategic planning allows the curriculum to be unique, adapting to our school and our children’s needs. Always having high expectations in all areas enables the best possible outcomes and learning journey. Across all subject areas we demonstrate a breadth of vocabulary and develop strong cross-curricular links. We don’t confuse coverage with progress when assessing. Learning is measured through careful analysis of application of skills across the curriculum; showing how acquisition of knowledge is enhanced dramatically by expectations to evidence quality thinking and demonstrate individual understanding.

Our Curriculum Organisation

We teach the School Curriculum over a 2 year cycle which ensures that all pupils will cover all aspects of the National Curriculum. Further information can be found below.

What is the Difference between the National Curriculum and the Learning Challenge Curriculum?

The National Curriculum outlines the essentials that every child must learn, for example it outlines that children must learn to read but does not determine which texts they should read, it outlines which scientific processes and concepts children need to know but not the context in which they must learn them. It outlines the main geographic and historical principles and key events that need to be taught but does not determine how children should learn them. The National Curriculum is only one part of the much broader curriculum children should experience at school, it should not be all that children learn.

What is the learning Challenge Curriculum?

It is a curriculum which starts with the learner. Teachers find out from pupils what it is they are interested in and want to find out about. They then weave the essential elements of learning into that framework. We believe all learning starts with a BIG question and from that other questions, or subsidiary questions arise, at various points along the way. Each half term pupils' work with teachers to plan their own BIG question and subsidiary questions based on their Learning Challenge. This ensures pupils are motivated and well engaged because they are learning about things that interest and excite them. Learning Challenges are underpinned by a secure framework which weaves together the critical elements of teaching, learning and assessment to ensure pupils make good progress.

If you have any questions regarding the content of the curriculum for your child, please speak to the class teacher.

 

Name
 Curriculum 2019
Showing 1-1 of 1