At Kenmont Primary School we believe each child benefits from a broad and rich curriculum.
In The National Curriculum it states:
It is the essential knowledge that pupils need to be educated citizens, introducing them to the best that has been thought and said and helping to engender an appreciation of human creativity and achievement.
Through a broad and rich curriculum children:
Attain the knowledge that prepares them for secondary school; an understanding of the world around them and the contributions they can make as citizens; and the opportunities that address the socioeconomic inequality of our local area.
Kenmont Primary School follows the National Curriculum. In designing the schemes of work the school has considered the evidence and research of Dylan William (Principled Curriculum Design).
We are working to design a Kenmont Curriculum which is:
- Vertically Integrated
Balanced: Teachers will have to leave out some elements of the curriculum to allow more time for even more important elements and fundamental aspects.
Rigorous: Each subject discipline needs to develop disciplinary habits of mind through sustained engagement with the discipline.
Coherent: Connections are made explicit between different aspects of the curriculum; especially in reading.
Vertically Integrated: What is taught builds upon previous teaching so that progression is intrinsic.
Appropriate: The curriculum is designed on a year by year basis to ensure coherence across subjects.
Focused: Teachers focus on the ‘Big Ideas’ – the most important ideas in a subject.
Relevant: Teaching ideas in a way that is engaging, interesting and motivating for pupils.
Inclusive: All children have access to the curriculum.
Our curriculum is coherently planned and sequenced to ensure progression and depth in each subject so that learners will accumulate the knowledge needed for future learning.
The current legal requirement for state schools in England is for: ‘a balanced and broadly based curriculum which: (a) promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of society, and (b) prepares pupils at the school for the opportunities, responsibilities and experiences of later life.’ (Education Act 2002 section 78)
All teachers attend professional development to ensure they have the subject knowledge to design and plan schemes of work that build upon prior knowledge, are inclusive and inspire children’s curiosity.
Lesson series are planned and sequenced to ensure progression and depth in each subject.
They may include:
- An information sheet including subject specific vocabulary
- A question square to assess prior and post knowledge and understanding
- A philosophical question using Philosophy for Children strategies to deepen thinking
- A quiz to help pupils commit learning to long term memory
Visitors and trips are planned to give pupils opportunities to learn from experts and enthusiasts, and benefit from hands-on experience.
The curriculum is adapted to meet the needs of pupils with SEND, developing their knowledge, skills and abilities to apply what they know and can do with increasing fluency and independence.
Subject Leaders work with teachers to assess the children’s progress against the agreed end point. They ensure that the curriculum as taught addresses gaps in knowledge.
Progress is measured against the intended outcomes through teacher assessment and tests.
Subject and Senior Leaders evaluate the impact by lesson observation, work scrutiny and pupil interview to ensure pupils:
- Read widely and often, with fluency and comprehension appropriate to their age
- Apply mathematical knowledge, concepts and procedures appropriate for their age
- Develop detailed knowledge and skills across the curriculum
Each subject has long and medium term planning that details what the children learn in each year. These can be viewed on our curriculum planning pages.