What is our WHY?
- Inspire children within a creative context
- Create well rounded individuals and who are enabled to excel in their lives
- Give children the knowledge and skills to become independent thinkers and learners
- Have freedom and autonomy to learn and teach in different ways
THE BIG PICTURE
Ethos and Values
Curriculum Design Principles
Curriculum Design Structure
PROJECT BASED LEARNNG:
Project Based Learning forms a core part of the innovative, creative, challenging and stimulating learning experiences offered to our pupils at Humberstone Infant and Junior Academy. Projects allow children to experience trips, visits and working alongside everyday real-life experts and pupils are offered a wealth of experiences in order to build cultural capital. This supports their learning while broadening their horizons, and building on their understanding of real-life roles and responsibilities.
The knowledge and skills for each project are connected by the driving questions that children engage with over time which reflect our curriculum “Why”. Projects support the belief that all children are capable of engaging in authentic and challenging questions about life, that light the fire of motivation and drive their acquisition of knowledge and their spirit of curiosity. Careful thought is given to subject knowledge and skills and how these should be sequenced so that children have a deeper understanding of subject knowledge and are able to make an increasingly independent analysis of their knowledge as part of the project outcomes.
Project outcomes include an end of project exhibition for parents, members of the school and wider community and provides children with meaningful opportunities to discuss their learning and develop confidence in speaking to a range of audiences. Projects are designed to be memorable and meaningful for children and result in children acquiring powerful subject knowledge that is remembered over time.
21ST CENTURY LEARNING SKILLS
Assessment of the Curriculum:
WHY/ WHAT/ HOW
Learning is assessed regularly, through a range of summative and formative means. Assessment for learning is crucial to ensure that gaps in learning are addressed, allowing children to make the best possible progress. Teaching sequences are designed with assessment for learning at the forefront. Teachers assess what children can do within each individual lesson and over time and learning is then matched to their needs. Predetermined ability groupings are not a regular feature of the curriculum. Children are given opportunities to reach their full potential across the curriculum using assessment tools to shape their next steps. Flexible groupings allow for immediate intervention, support and challenge where it is needed.
Termly reviews and pupil progress meetings are used to ensure that no children are left behind with their learning. The school uses skills ladders for Reading, Writing and Maths alongside more formal testing methods to inform Teacher Assessments of children’s progress and attainment. In Maths, White Rose assessment materials alongside skills ladders and pupil targets ensure that children are accurately assessed . To support English assessments, children complete the NGRT and Vernon test which provides them with a specific reading and spelling age. Phonics assessments are used for children in Key Stage 1 and for those who continue to need them in Key Stage 2. Writing is assessed through teacher judgement against writing skills ladders which inform pupil targets. The school takes part in moderation processes that are both internal and supported by the LA and work alongside other schools to moderate books and teacher judgements in EYFS, KS1 and KS2. Teachers use exemplification documents and guidance from the DfE to further support teacher judgements and assessments.
For project based learning, knowledge organisers and rubrics support both teachers and pupils in understanding the assessment points throughout the projects and the knowledge and skills that pupils need to demonstrate in order to meet the project outcomes. Whilst considering the academic success and progress each child makes, teachers also use the MALS (Myself as a learner) scale to explore children’s learning self esteem and to help them to build on and improve this over time.
A key part of formative assessment is the teacher’s role and their responsive approach to teaching. This means their direct instruction and interactions with children adapt and respond depending on feedback from pupils on learning. Throughout the school children are actively involved in the assessment process, through conversations, questions and critique. Children may work independently or within a group to critique their own, their peers or a worked example. Children are comfortable working with multiple drafts and use critique to refine and improve their work. Children actively engage with rubrics and use these purposefully to reflect and evaluate their learning.