Curriculum Design

In order to tailor the curriculum offer at Greenfields Academy, leaders and teaching staff will

triangulate a range of data sources. This will provide a secure foundation of knowledge for teachers

to develop a breadth of learning opportunities to secure the end of year outcomes in Y6. The three

main sources for data are:

1. The EHCP- this will provide up to date views of the child’s interests and their own perception

of their learning. During the consultation process these EHCPs will be analysed to allow

teachers to structure learning to meet their interests. Engagement into learning is a priority

on children’s arrival at the Greenfields Academy. Furthermore, the EHCP will give an indication

of current academic stages as well as other screening results such as those linked to attention,

speech and language etc.

2. The Boxall Profile - the Boxall Profile will be an essential tool within the Greenfields Academy.

Boxall Profiling will allow teachers to baseline assess children through observation. This fits

with the academies vision that on arrival at the academy is for children to become engaged in

learning in an environment that supports their needs. The Boxall Profile assesses different

strands these are split into two sections developmental and diagnostic.

Developmental Strands:

This measures progress through the different aspects of development in the student's

early years- the first assessing the child and young person's organisation of their

learning experiences, the second, their internalisation of controls.

Diagnostic Strands:

This consists of items describing behaviours that inhibit or interfere with the child's

satisfactory involvement in school- self-limiting features, undeveloped behaviour and

unsupported development. They are directly or indirectly the outcome of impaired

learning in the earliest years. The earlier such children are identified the greater the

hope of being able to address and remediate their social, emotional and behavioural

difficulties by offering patient and supportive teaching.

As a result of identifying strengths and areas of development, teaching and learning can

provide a range of rich opportunities to develop different strands. The aim is for there to be

equity between all strands, this allows for development social and emotional needs, and the

strands within them, to be supported by one another. The Boxall Profile supports teachers to

assess and evaluate provision to ensure that needs are being met and progress identified. This

reflective approach enables strategies to be adapted appropriately to maximise progress.

3. Academic assessment system - Greenfields Academy Assessment System provides teachers

with a structure to quantify progress towards the National Curriculum end-of-year outcomes.

The assessment system identifies two key factors that are based on the cognitive domain of

the child. Firstly, is the year group the child is working within. A ‘2’ denotes that the child is

assessed to be working within the Year 2 curriculum framework. This supports the pitch and

expectation of learning for this child. The letters following the number denotes the level of

independence being shown within the year group’s expectations. This is progressive and starts

with little independence, and a high level of adult support to high independence and low adult

support. The system begins with children being ‘ready’ to start that year groups curriculum.

This requires some baselining on perquisite knowledge and understanding to be able to access

learning. As a child progresses through the year they will cover several sub strands of each

subject’s curriculum. The aim is for children to show greater levels of independence. This

assessment system does not provide a coverage map (content domain) assessment, other

quality assurance measures will provide this information. The aim is for children to become

independent at demonstrating the end-of-year outcomes, this results in the child ‘securing’

that year groups requirements. This is a broad judgement across all strands within a subject,

there is likely to be strengths and weaknesses within a subject or discipline and these can be

identified through curriculum progression maps. Curriculum progression maps will support

teachers to identity strengths and weaknesses within the subject and medium-term planning

can be adapted (through a theme and thread curriculum) to ensure gaps in learning continue

to be developed and consolidated.

Description of Stage

Ready Has sufficient subject knowledge to access the forthcoming curriculum content

Beginning Can access the year group's curriculum content initially with significant subject-specific adult support. (Beginning at 80% Subject Adult Support 20% Independence)

Developing Is developing independence within the year group's curriculum content and has increasing success during these times. Can recognise mistakes and begin to accurately self-correct. (Beginning at 50% Subject Adult Support 50% Independence)

Secure Can access the year group's curriculum content independently with a high success rate (pass mark). Can identify mistakes and self-correct.

Exceeding Can attempt with success unfamiliar tasks from within the year group's curriculum content with independence. Can articulate reasoning to adults and peers.

The Assessment System

The relationship between Adult support and Independence

Subject Coverage

English

English is discretely taught through reading, writing, grammar, punctuation and spelling, and spoken

language. All these skills are promoted throughout the curriculum to ensure these essential skills are

developed and consolidated constantly. The English curriculum is supported by a reading scheme

which allows children to receive targeted reading opportunities to improve their reading fluency and

comprehension. Furthermore, high-quality texts, picture books and film are used to ensure that a wide

range of media is explored. This allows children to explore English through drama, film literacy and

the written word.

Mathematics

Mathematics has its own discrete curriculum, however, where appropriate it is incorporated into

project learning. Mathematics has three core aims, these are:

Fluency (the ability to recall and follow algorithms (methods of calculation)

Reasoning (the ability to explain and articulate, both written and orally, concepts)

Problem Solving (the combination of fluency and reasoning to solve written and pictorial

problems)

There is a mathematics calculation policy which is in line with the suggested methods in the National

Curriculum. In due course these methods will be available digitally on the school’s website to aid

children learning from home.

Independence v Adult Support

Independence Adult Support

The Learning Journey

Beginning

Developing

Secure

Exceeding

Science

Science is covered throughout the curriculum. Some Learning Projects will have a science focus where

relevant and applicable. When required some elements of the science curriculum will be taught

discretely.

Foundation Subjects

The foundation subjects – history, geography, design and technology, art and design and music are

integrated into Learning Projects. There is a balance across the academic year with different projects

lending themselves to specific subjects or disciplines.

PE

Physical Education will follow the National Curriculum and will allow children the opportunity to

experience a range of different sports and develop a range of activities. Furthermore, the PE

curriculum will promote health living, including mindfulness and wellbeing.

RE RE is a statutory part of the curriculum and follows the Lincolnshire agreed syllabus. The RE curriculum is enriched using the Cornerstones ‘Love to Celebrate’ scheme.

PHSE and Citizenship

PHSE and Citizenship are important aspects of our curriculum and are taught both discretely and

within the projects. The coverage and structure of our PHSE and citizenship curriculum is outlined in

the Curriculum policy for PSHE and Citizenship. SMSC and Fundamental British Values are entwined

within the curriculum through Cornerstones’ YoiMoji. YoiMoji (meaning ‘Good character’) is a

collection of 58 colourful characters to help promote fundamental British values.

Computing

The core skills of Computing are taught discretely across school. However, other elements of the

Computing curriculum are integrated into the curriculum as part of project work. These include e-

safety, digital publication and presentation, research, data handling and the use of digital media.

Timetables

Each class has a set of non-negotiable allocations for various aspects of the curriculum, including

English, Mathematics and PE. Teachers are free to arrange their timetable to make the most of cross-

curricular opportunities and the needs of pupils. Sometimes subjects and activities might be ‘blocked’

or run over successive afternoons.

Engage

What do you know

about?

What do you want to

find out more

about?

What interests

you about?

What do you think we should do next?

What would happen if?

Why do you think that?

Can you explain why?

Develop

Can you exmplain

why?

What is your plan?

Why is that information important

What do you need help

with?

What do you think so far

about?

What have you found out about?

Why did that happen?

What is unusual about?

What facts have you

learnt about?

What do you need to do

next?

What are you finding

most challenging?

Innovate

Can you think of ways to

solve this problem?

How many ideas can you think

of?

Which is your best

idea?

What resources

will you need?

What is your plan?

Why do you think

that?

How can you

improve?

How might What is this the

problem with?

What do you know

about?

What do you need to think about?

What do you need

to do first?

How might you

change?

Is it working?

What happens

next?

Who can help?

Express

What have you learnt?

What else would you like to find

out?

What did you find

most challenging?

What part of the project

did you enjoy the

most?

What progress did

you make

Which skills have you

mastered?

How would you like to

share what you've learnt?

What resources do

you need?

How would you like to celebrate

your learning?

What do you think you need to revisit?

Y3

Flow

Gods and

Mortals

Heroes and

Villains

Mighty Metals

Predator!

Scrum-diddly-

umptiousTremors

Tribal Tales

Urban Pioneer

s

Y4

1066

Blue Abyss

Burps, Bottoms and Bile

I am Warrior!

Misty Mountain

Sierra

Playlist Potions

Road Trip

USA!

Traders and

Raiders

Y5

Firedamp and Davy

Lamps

Alchemy Island

Allotment

Beast Creator

Off with your head!

Peasants, Princes & Pestilence

Pharoahs

Scream Machine

Stargazers

Time Traveller

Y6

A Child's War

Blood Heart

Darwin's Delights

Frozen Kingdom

Gallery Rebels

Hola Mexico! ID

Revolution

Tomorrow's World