What is the rationale for our Concept Curriculum?
Our Primary School Concept Curriculum will develop the whole child. Our curriculum purpose is to prepare children to leave every CSET primary with the confidence, ability and desire to make the world a better place. We plan for them to experience, explore, create, question, organise and enjoy their learning across a broad range of subjects. We believe that the curriculum must be a mix of substantive and disciplinary knowledge, transferrable skills, in depth study and opportunities to identify patterns and connections between concepts and ideas. Our curriculum gives oracy equal priority with reading, writing and understanding mathematical concepts and aims to develop oracy through all three. Our curriculum will extend beyond what is taught in the classroom. It will ensure the environment supports learning, that experiences broaden horizons - organising visits, meeting experts and interesting people as well as enrichment through opportunities outside of the classroom and school; seeing 'behind the scenes' as well as being the audience. It will ensure expertise is achievable for all and every child will feel enriched as a result. The curriculum will permeate all aspects of schooling so that learners are ready to meet the world.
What should our curriculum aim to achieve?
Within each subject studied, children will adopt a 'state of being', becoming Scientists, Geographers, Historians, Designers, Musicians and Artists as well as avid readers, effective writers, confident mathematicians and prepared for the digital world. Starting small, then gradually expanding their knowledge and skills horizons our children will have inclusive opportunities to explore and question. The curriculum incrementally builds on an increasing base of nested knowledge and develops and refines intellectual skills. We want our learners to understand the 'big ideas' in addition to the acquisition of knowledge and the refining and acquisition of skills.
How is the curriculum delivered?
Our pedagogical approach ensures that the delivery of knowledge and the instruction of skills heightens our curiosity and excites the imagination of our children. Teachers promote enquiry and facilitate discussion and questioning. We all learn by making mistakes and our children understand that. Teachers realise that task completion is not a proxy for understanding and plan backwards, thinking about what children need to learn before deciding on the activity to deliver that learning. They use a framework of knowledge and skills to deliver learning. Assemblies are used to help share big ideas and more challenging intellectual concepts and the learning environment is carefully used to support learning as it happens as well as celebrating success. Teaching should allow exploration and experimentation. Teachers design learning so that it is sometimes blocked together in 'depth studies' and sometimes linked to other concepts or drip fed in a 'little and often' way.
Three 'big ideas'
Subject Curriculum Statements