Curriculum Impact
Curriculum Impact
Embedded Files
Across our trust we use regular and robust triangulated monitoring to gauge the impact of our curriculum design. Leaders at all levels review learning, talk with our children and provide feedback to move practice forward. We ensure that our children’s attainment and progress are in line or exceeding their potential. We measure this using national data (where appropriate), our curriculum maps, KPI documents and monitoring evidence. Our curriculum ensures that we develop well-rounded citizens with a clear understanding of values such as love, responsibility and friendship. Our new curriculum addresses negative stereotyping through investigating similarities and differences, and promoting acceptance, diversity, citizenship and human rights.
Learning dispositions are developed which leads to success both now and in the future. Children demonstrate greater levels of resilience, motivation and a growth mind set when faced with different types of challenge. They develop attitudes and dispositions to make a positive contribution to the world. Our daily interactions provide a regular check on this. (Please refer to visual below)
Our children will be motivated by a strong personal sense of morality. They will be able to make sense of an increasingly globalised, complex and rapidly changing world. They will make decisions for the right reasons and in the best interests of our community. The children are more confident in speaking about current issues through collaborative learning activities. They will be able to decide what is right and what is wrong and will be resilient to the influence of others. The children develop an awareness of how their own actions can impact others and the wider community. They will go out into the world and make a difference in their own life and to others.
Pupil Voice
“I enjoyed the learning because it was true to life and happening right now.” Year 3 child
“It makes us realise we can make changes to our world.” Year 2 child
“The impact the learning has had on me is that I now know the planning process for organising an event for the community and all the steps that are needed to be followed to bring about a change.” Year 5 child
Teacher Voice
“The children had the chance to have their opinion heard and their debating skills were enhanced. The children agreed and disagreed with the MP and could articulate why.”
“There has been a much deeper understanding of the learning as the children have the chance to apply the concepts in real life situations. As a result, they have truly developed their relationships with each other, the community, and globe.”
“The children have a greater understanding of the relationship between concepts and how they can be transferred in real life. For example, in English the children were able to pull in the knowledge they had developed from curriculum lessons and apply it in their writing, without the need to explicitly teach it.”
“The children are actively involved in their learning and have become active citizens as a result of their learning being embedded in the global themes.”
Parent Voice
“For Christmas my child really wanted a doll. But when she looked at all the packaging, she changed her mind; she was worried about all the plastic in the oceans after learning about this in school” KS1 parent
“My child was playing with her cousin who attends another local school. Her cousin told a joke about slavery, which I could see made my child uncomfortable. After learning all about slavery in school, my daughter could confidently explain to her cousin that slavery was a serious issue that still exists today and is not something we should be making fun of” LKS2 parent
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