The Egerton Curriculum
Our School Vision
Through dynamic teaching, a highly creative curriculum and supportive environment, every Egerton child gains a passion for learning. When combining with the knowledge, skills and values they develop, we enable our children to fulfil their potential as global citizens in an ever- changing world.
Significant work has taken place over the past 3 years, including action research, to refresh our curriculum design in line with our school vision. It is clearly set out, ambitious, distinctive and defines the approach to teaching and learning through six aspects with ‘self-determination’ and ‘disruptive pedagogy’ at its heart. Alongside this we use Bloom’s Taxonomy and P4C as a way of organising children’s learning and providing challenge. Threaded through this are global aspects including children’s rights and the Sustainable Development Goals to add further complexity and diversity.
Aims of the curriculum
At Egerton, we aim to provide a curriculum, which enables children to make progress and attain exceptional outcomes. Knowledge and skills are carefully planned and sequenced so that children’s prior learning is built on and through the application of key skills, used and applied. We aim to provide our children with the skills and knowledge to enable them to thrive and flourish in whichever pathway they choose for their future.
Our curriculum is broad, balanced and enriched with a strong approach to global learning including the teaching of Spanish from Year 1 to Year 6 and the work of our partnership with Egerton Primary School in Kenya. It is important that children are supported and actively encouraged to be curious about the world they live in. Global learning at Egerton is a golden thread running through all aspects of the curriculum on local, national and global level. The staff work hard to ensure that we are responsive as a team to provide children with learning opportunities to critically consider questions of social justice, inequality and environmental integrity. This progressively equips our learners with the knowledge, skills, values and attitudes needed to be responsible global citizens.
The school’s pedagogy develops critical thinking and attempts to interrupt our usual thinking. The school has a thoughtful and wide-ranging promotion of pupils’ spiritual, moral, social and cultural development and their physical well-being enables pupils to thrive as individuals and collectively. The adoption of Philosophy for Children ensures that all children have the opportunity to be reflective of their own beliefs and those of others. They are actively encouraged to be curious, to gain a sense of fascination of themselves and the world around them. All children run a ‘Daily Mile’ which supports a healthy body and a healthy mind.
The aspects as defined by British Values; Respect, Tolerance, Social Justice, Right to vote and Democracy are threaded through our curriculum. In reality, of course, there are few, if any, values that are exclusively British. There may be some national traits and characteristics, but what we hold dear and important is also true of most other nationalities, races and creeds. These are basic, human, universal values of decency and care of one person for another, for family, peaceful community and social cohesion.
Daily life at Egerton is rich and complex. The children share their learning experiences with their parents via Seesaw, an online learning journey which enables parents to gain an insight into life at school so that they can complement this at home. This is done via Tapestry in Reception. All parents can then stay connected to their children’s learning journey
How the curriculum is structured
Our thematic approach to learning
Our creative curriculum aims to provide the opportunities for children to view the world in different ways to use their imagination to create amazing outcomes. A strong characteristic of our school is global learning which enhances our thematic approach by setting the learning in a local, national or global context to ensure learning is relevant and accurate. These opportunities are embedded through their ‘BRAVE’ themes:
Buzzing: a curriculum that hooks the children and makes them feel excited about their learning
Relevant: a curriculum that enables pupils to see the real world outside the classroom whilst supporting their ethical and moral development
Academic: the facts and knowledge around specific subjects and themes
Vocational: adopting practical skills and procedures (eg collaboration, problem solving, reflection, adapting, creating) to real tasks to produce excellent outcomes
Evaluative: Assessment for learning, assessment of learning
Buzz session/ Stunning start (Mantle of the expert)
Prior to the theme (final week of the previous half term) the children will carry out a buzz session to enable the teacher to find out what they already know about the theme and what learning they will need to take part in during theme. We will use ‘The Mantle of the expert’ to provide a context for learning to stimulate discussion. ‘The mantle of the expert’ will act as a hook and a lure for children to want to become immersed in the theme.
Every piece of learning taking place through the theme is an opportunity to give a context to the national curriculum statements. This means that all learning needs to be skills based, based on the POS but put in the context of an overall theme. There should be as many opportunities as possible to use and apply learnt Maths and English skills.
If an area of the curriculum does not link to the theme it will be taught in isolation but evidence will be placed in the theme book
Our thematic curriculum is a journey to showcase all that we have learnt within the theme to create a fabulous finish where we present to an audience of parents and other family members the learning that has taken place. This is the opportunity to share the amazing outcomes our children have created.
To complete each theme there will be an opportunity for the teacher to assess the children’s learning over the theme.