"Twenty years from now you will be more disappointed by the things that you didn't do than by the ones you did do. So throw off the bowlines. Sail away from the safe harbour. Catch the trade winds in your sails."
We have developed our curriculum using six areas of learning which build upon those nurtured in the Early Years Foundation Stage and are used across the full age range of the school:
Learning Challenge Curriculum
The Learning Challenge Curriculum is a question based approach to structuring and delivering the 2014 National Curriculum. Children suggest questions they would like to ask in order to deepen their understanding and thinking about each theme. This gives the children ownership of their learning. The Curriculum at our school is specific to the needs of our pupils and our locality. We started the Learning Challenge Curriculum in September 2015 and so far both children and staff have been very excited about it!
Challenges are complimented by our Homework Menus (see Class Pages).
Learning Challenges are taught in a cross curricular way. This approach makes learning more meaningful for the children as they are able to see how everything fits together. Where cross curricular links are not meaningful, subjects are taught separately; for example, instrumental lessons, PE and RE.
Learning Challenges - The Principles
What are the main principles?
- The Learning Challenge concept is built around the principle of greater learner involvement in their work. It requires deep thinking and encourages learners to work using a question as the starting point.
- In designing the curriculum, teachers and learners are using a prime learning challenge, expressed as a question, as the starting point. Teachers then plan a series of subsidiary challenges based on the individual needs and interests of the children in their class. Each subsidiary learning challenge is also expressed as a question.
- The subsidiary learning challenge is normally expected to last for one week, but this does not need to be the case. However, initially it may be useful for the learners and indeed the staff to get used to the weekly learning challenge. The important point is that each learning challenge needs to make sense to the learners and be something that is within their immediate understanding.
How are learners presented with opportunities to reflect on their learning?
- Time for learners to reflect or review their learning is central to the whole process. This is in keeping with the ‘Learning to Learn’ principles where reflection is seen as a very important part of individuals’ learning programmes.
- Within the Learning Challenge Curriculum it is suggested that the final subsidiary learning challenge is handed over for learners to reflect on their learning. The idea is that learners represent their learning back to the rest of the class or another appropriate audience making the most of their oracy and ICT skills to do so.
- Although reflection is seen as a concluding part of the prime learning challenge, it is hoped that that there will be continual opportunities for learners to reflect frequently, especially as each subsidiary learning challenge comes to an end.