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Curriculum Design

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Curriculum Design CURRICULUM DESIGN INTENT IMPACT THE LIVING CURRICULUM To make High the (Adventurous Experiences) standards: learning The The Learning Jurassic ... Manchester to learn Coast Risky Venture Surfing Beach Forest Outdoor Three Eden Cardiff London Resid Wimbledon week Resid playtimes 60 School School Nursery Peaks Resid Resid Resid Literacy Stick THE DISCRETE CURRICULUM Oracy Link (The Daily Deal) Numeracy TFW Read Mastery Shared Reading Topics Morning Homework Trips/visits/ Useful & Reading experiences Write Inc Maths Reading Spines Maths Cultural Capital Build Our Approach at TLA Our curriculum is put together to provide memorable, relevant learning, that builds in complexity over time. Our DISCRETE curriculum, driven by curriculum systems like TFW and RWI, provides structured approaches to delivering content and skills through the age phases. Our LIVING curriculum adds exciting experiences, rich in relevant knowledge and skills that develop children’s understanding of their locality and Britain’s diversity. STICK LINK USEFUL BUILD The learning is memorable and fun Children can link different areas of learning to The content is relevant to the children here at There is planned progression of knowledge and enhance understanding TLA skills LIVING Nur-Rec Year 1 and 2 Year 3 Year 4 Year 5 Year 6 CURRICULUM Venture Centre Forest School Beach School John Muir Award Surfing Lessons Bushcraft EXAMPLES (Outdoor Nursery) (Pendarves Woods) (Godrevy) (Gwithian) Forest School HSC Science Geography Geography Geography NATURAL KUW Geography Science Starting in SPRING 2 Science PSHE SUBJECT PD Art HAL (Pendarves Woods) HAL HAL PSED HAL Art (Carn Marth) LINKS C&L Seasonal change Seasonal change Locality Beach safety Camp craft KNOWLEDGE Food preparation Flora and fauna River dynamics Tides/Forces Flora & fauna Fire safety River dynamics Weather & tides Starting in SPRING 2 Rip Currents Locality Risk assessment Decomposition Beach Safety (Pendarves Woods) Beach dynamics Outdoor safety Food sources Flora & Fauna (Carn Marth) Locality Wildlife Cooking techniques Seasonal change Artistic media Food preparation Forces Navigating Materials Artistic materials Geomorphology Environmental Environmental Self care Teamwork Self care Surfing Shelter building SKILLS Teamwork Mapping Preparing kit Survival/self rescue Teamworking Tool work Firelighting Mapping Starting in SPRING 2 PD Independence Creativity Self care - Independence Surveying (Pendarves Woods) Tool work Building Tool work Observing (Carn Marth) Canoeing Resilience Observing Recording Perseverance Recording Testing ‘Can do’ attitude Perseverance Independance- changing Developing young Historians ‘Adventuring through history’ Purpose PROGRESS AS HISTORIANS DEVELOP CURIOSITY GAIN COHERENT KNOWLEDGE UNDERSTAND BRITAIN’S PLACE IN THE WIDER WORLD Aim Our curriculum for history aims to ensure that all pupils progress as historians; ● know and understand the history of these islands as a coherent, chronological narrative, from the earliest times to the present day: how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world ● know and understand significant aspects of the history of the wider world: the nature of ancient civilisations; the expansion and dissolution of empires; characteristic features of past non-European societies; achievements and follies of mankind ● gain and deploy a historically grounded understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’ ● understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically valid questions and create their own structured accounts, including written narratives and analyses ● understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed ● gain historical perspective by placing their growing knowledge into different contexts: understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short- and long-term timescales Planning through themes Pupils develop an understanding of the following key historical themes through each of the topics taught; these are revisited through different topics at different ages. POWER & EMPIRE CULTURE CONFLICT EXPLORATION ECONOMICS Progression of knowledge and skills in the Early Years and Key Stage 1 UK Historical Knowledge World Wide Historical Knowledge Progression as a historian ● Changes within living memory - used, ● Events from beyond living memory that are significant ● Be aware of the past, using common words & phrases relating where appropriate, to reveal changes in nationally or globally to time national life ● Significant historical events, people and ● Lives of significant individuals in the past who have ● Fit people/events into chronological framework places in their own locality contributed to national and international achievements. Some should be used to compare aspects of life in different periods ● Identify similarities / differences between periods ● Use wide vocabulary of everyday historical terms ● Ask and answer questions ● Choose and use from stories and other sources to show understanding ● Understand some ways we find out about the past ● Identify different ways in which the past is represented Progression of knowledge and skills Key Stage 2 UK Historical Knowledge World Wide Historical Knowledge Progression as a historian ● Changes in Britain from the Stone Age to the Iron Age ● The achievements of the earliest ● Continue to develop chronologically secure knowledge of history civilizations; depth study ● The Roman Empire and its impact on Britain ● Ancient Greece – life, achievements, ● Establish clear narratives within and across periods studied influence ● Britain’s settlement by AngloSaxons and Scots ● Non-European society that contrasts ● Note connections, contrasts and trends over time with British history ● Viking and Anglo-Saxon struggle for the kingdom of ● Develop the appropriate use of historical terms England to the time of Edward the Confessor ● An aspect or theme of British history that extends ● Regularly address and sometimes devise historically valid pupils’ chronological knowledge beyond 1066 questions ● A local study ● Understand how knowledge of the past is constructed from a range of sources ● Construct informed responses by selecting and organising relevant historical information ● Understand that different versions of the past may exist, giving some reasons for this Development of historical skills throughout primary school Historical Skills Early Years KS1 KS2 ● Use everyday language related to time Order ● Develop an awareness of the past ● Continue to develop chronologically secure Chronological and sequence familiar events ● Use common words and phrases relating to knowledge of history ● Describe main story settings, events and the passing of time ● Establish clear narratives within and across Knowledge principal characters. ● Know where all people/events studied fit into periods studied ● Talk about past and present events in their a chronological framework ● Note connections, contrasts and trends over own lives and in the lives of family members. ● Identify similarities / differences between time periods ● Extend vocabulary, especially by grouping ● Use a wide vocabulary of everyday historical ● Develop the appropriate use of historical Vocabulary and naming, exploring the meanings and terms terms sounds of new words - My Family Year 1 - Are you ready to blast off? Year 3- Prehistoric Britain. Breadth - Special events and celebrations e.g Birthdays, Christmas, Year 1 - What makes a real hero? Year 4 - Vikings and Saxons rulers Easter, Harvest Year 2 - Historical Cornish figures (Where in the world is Year 4 - Tutankhamun: Boy or King? Cornwall?) Year 4 - War: What is it good for? Year 2 - Great Fire of London (Why was London’s Fire so Year 4 - What’s in a Cornish pasty? great?) Year 5 - Medieval Britain: was it all doom and gloom? Year 2 - Dinosaurs (Do you dig the dinosaurs?) Year 5 - Tudor Britain Year 6 - Central America - Would you survive? Year 6 - Why was the world at war? Year 6 - Should we be ruled by the Royals? Year 6 - Where did it all begin? ● Be curious about people and show interest in ● Ask and answer questions ● Regularly address and sometimes devise Historical stories Answer ‘how’ and ‘why’ questions … ● Understand some ways we find out about the historically valid questions in response to stories or events. past ● Understand how knowledge of the past is Enquiry ● Explain own knowledge and understanding, ● Choose and use parts of stories and other constructed from a range of sources and asks appropriate questions. sources to show understanding (of concepts ● Construct informed responses by selecting ● Know that information can be retrieved from in part 5 below) and organising relevant historical information books and computers Record, using marks they can interpret and explain ● Identify different ways in which the past is ● Understand that different versions of the Interpretations represented past may exist, giving some reasons for this of history Remembrance day Year 1 - Argh we there yet? Year 3 - Prehistoric Britain (source work). Breadth
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