Coherent Planning and Sequencing
Many of the aspects of our curriculum outlined under our Curriculum Aims are approaches, such as our Marbelous Behaviour system, or routine learning experiences, such as Regular Exercise. Other aspects of our curriculum are key academic subjects that involve children learning specific knowledge over time. These subjects are taught in stages that build on each other, from Early Years through the primary key stages of the National Curriculum. We have developed our own progression maps for some of the subjects we teach. In other areas of learning, we use carefully chosen, external schemes of work. Whether we have bought pre-designed schemes of work or designed our own progression maps, two key principles apply:
- Knowledge is sequential. The new knowledge we expect pupils to learn must build on prior knowledge in a clear and structured way.
- Progression maps and schemes of work across different subjects should be complementary. Subject knowledge should not be siloed. Effective learning needs to build links across our curriculum. This often means teaching subjects in combined ways.
The document below outlines the progression we expect pupils to take through our curriculum: