We have developed skill based ‘Curriculum’ lessons as we believe in involving our children in their learning and equipping them with the skills they will need to achieve economic well-being and life skills when they leave education. The curriculum is based on 4 key drivers that are personal to our school and reflect the social and educational needs of our local area. Our key drivers are the focus of every theme of work which is developed through school: resilience, enterprise, aspiration and diversity.
Units of work for the Curriculum lessons are developed by staff within year groups working together to address identified areas from the National Curriculum and follow the breadth of study in the National Curriculum as well as our sticky knowledge documents to cover specific skills identified, to map and plan cross curricular activities that give our children a holistic knowledge of the theme for learning. We enrich our curriculum with trips and visits, both locally and further afield, and visitors who support teaching and learning. Within Curriculum lessons, History units are planned across the year groups within school in chronological order and Geography units have been separated into year group specific skills. History and Geography units each cover two half terms across the year. During one of the other half terms, each year group has a Design and technology focus whereby the national curriculum skills are planned for and taught whilst also using our progressive skills breakdown to develop on children’s prior knowledge and skills. This year, Art and Design is now being taught discretely and children will cover the 6 national curriculum areas across the year through 4 weekly sessions each half term. Cooking and Nutrition lessons are implemented as one session a half term, allowing the children to build on previously developed skills to create a product.
English, Maths and Computing are all taught as explicit subjects and feature if the genres are taught in these explicit lessons. Children are then given chance to practise these skills in their ‘Curriculum’ sessions which consolidates their learning. The children work towards a final goal or reward and are encouraged to share and display their work.
For Curriculum topics, metacognitive questions are developed by the children and identified by teachers to further investigate through the planning stages to support the children’s learning, and assessment opportunities as well as develop their long term memories about topics. All children have the opportunity to explain what they know about a topic prior to new knowledge being shared and then state at the end of a topic what they know now to support the development of their long term memory.
To support the children’s learning, knowledge mats are created which include: key vocabulary and explanations, sticky knowledge facts, exciting books, images and further relevant information. These knowledge mats are available for the children in the classroom and also sent home for the parents and children to use them to secure their knowledge.
Below you will find links to the long term plans for each year group's learning throughout 2021 - 2022 academic year.
At Snapethorpe, Kagan, a collaborative learning tool, is planned into lessons in all subject areas. It was part of our school development plan several years ago, to improve the learning and behaviour in lessons and boost achievement. We succeeded using this teaching style and all staff and children were and still are energised by the approach to learning. Along side this, the education endowment foundation believes collaborative learning can add 8 months onto children's progress.
A collaborative (or cooperative) learning approach involves pupils working together on activities or learning tasks in a group small enough for everyone to participate on a collective task that has been clearly assigned. Pupils in the group may work on separate tasks contributing to a common overall outcome, or work together on a shared task. We use many different structures within lessons such as: timed pair share, round robin, quiz quiz trade, fan-N-pick, showdown, spend a quid and rally coach to encourage collaborative learning where at any one point at least 25% of the class are always working rather than just one who has raised their hand.
Our classrooms are all set up so that children seat in teams of 4 and mixed ability where possible. Each pupil has a number assigned to them as well as the letter A or B to help with management. Each half term, the children change seat so that they have a chance to work in 6 different mixed teams throughout the year. Children take part in many class and team building games throughout the year to keep their teams working well.