Our Approach to the Curriculum
The table below demonstrates our approach to the curriculum. We always start with the grammar (or knowledge). We then give plenty of opportunities for pupils to practise using their knowledge; this is the dialectic. Finally, once pupils are secure in their knowledge, we ask them to communicate it in different ways; this is the rhetoric. This is the Trivium approach to curriculum.
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Grammar (the knowledge- learn facts and skills) |
Dialectic (questioning, thinking, practising, arguing, exploring) |
Rhetoric (communicating the knowledge- expressing and articulating) |
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PRINCIPLES
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FORMS OF ASSESSMENT
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As an academy, we have to make difficult choices about what to include in our curriculum and what to leave out. The English and Mathematics curricula follow the National Curriculum models. There is a rationale for teaching each unit of work in the wider curriculum. Furthermore, it should be clear how each unit of work promotes, achieves or contributes to the following:
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How does this unit of work promote the following? |
Curriculum Drivers: How does this unit of work support a broad and balanced curriculum? |
How does this unit of work contribute to the spiritual, moral, social and cultural development of pupils? |
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Fundamental British Values |
Knowledge of the World |
Spiritual development |
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Teaching the Prevent strategy |
Enterprise and Aspiration |
Moral development |
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Teaching pupils how to stay safe |
Investigation and Enquiry |
Social development |
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Promoting healthy living |
Local, National and Global |
Cultural development |