Implementation at Stanton Road

The implementation of the curriculum is concerned with how the intent is taught to ensure that progress is made by all. Our definition of progress is:

 

“The widening and deepening of essential knowledge, skills, understanding and learning behaviours”

 

Implementation refers to the act of working out the plans designed by our staff as subject leaders. We strive to design and deliver a broad and balanced curriculum which ensures purposeful and effective learning for our pupils. Children are not merely covering content but achieving a depth to their learning which enables them to use their skills and understanding in all areas of the curriculum. Our careful curriculum design and planning means that we build in many opportunities to develop and apply knowledge, skills and understanding in and across every subject.

 

Our curriculum is meticulously designed and planned to move the nature of children’s thinking to a higher order deep level of understanding rather than just acquiring new facts and knowledge. We endeavour for our pupil’s learning to be memorable, thus plan engaging lessons which refer back to and build upon pupil’s prior knowledge. This ensures that children are able to revisit previous learning, which allows them to gradually develop a deeper understanding of the skills and processes within all subjects, at their own pace and in the best possible way for each individual child. We also provide episodic, memorable experiences to make learning memorable, for example enrichment trips, visits from theatre production companies and school visitors.

 

 National requirements, skills and progression documents are mapped out by subject leaders, and then individual year groups plan the curriculum for their pupils accordingly. Our teachers are the main curriculum implementers, while at the same time our governors, students, parents, school administrators can be directly or indirectly involved in the implementation process. 

Our subject leaders work to ensure that teaching staff have the necessary training, resources and time to provide the planned curriculum for our children.

  •         Where possible, teachers organise each term's learning under a whole school topic, supplemented by a focus question.  They plan lessons to ensure the children make connections across a variety of subjects but subjects are taught discretely to ensure effective coverage.
  •         The curriculum is planned starting with the children's current knowledge and skills, so that real progress can be made and measured.
  •         Children’s prior knowledge is assessed at the outset of the topic and learning is planned and adapted accordingly.
  •          At the end of each topic, children demonstrate their knowledge and understanding of the topic covered through celebrations such as “Stanton Shares” assemblies, themed events or recording in their books.