"Tell me and I forget. Teach me and I remember. Involve me and I learn." Benjamin Franklin
Designing the curriculum to have context for our families, make connections with other topics and provide crucial take away learning, underpinned by key skills, is a key driver for the Sleights curriculum.
Our entire curriculum has a clear statement of intent, implementation and impact. However, ensuring the relevance and purpose of each individual curriculum area at Sleight is also vital to us.
|Subject||Context, Connections and Crucial Learning||Key Skills|
|Art and Design||Key skill progression underpins the teaching of art and design. Children are taught the discrete key skills within the context of a topic or work of an artist. This context is carefully planned and considered. Artists and art history is never ‘just chosen’, but instead linked to focus and purpose. Children are taught to make connections between artists, subjects or periods of time to build meaningful relationships with curriculum content. The key skills taught are always transferable crucial learning points, enabling children to take away a taught skill and use again in another unit of work or subject.||Painting
Paper and paste
Taught by Mrs Gurney
|Computing is taught by a specialist teacher across Key Stage Two. The school uses iPads, Beebots, laptops and a range of programmable software to support its curriculum delivery. Ensuring that children understand how to stay safe online is a key driver and curriculum connection for all children.
Skill delivery and progression in computing is undertaken both discretely and in context, enabling for crucial learning to be completed and then connections be made to other curriculum areas, for example, learning skills needed to programme a game and then designing a game linked to the current history topic.
Computer Science and Programming
Research, Safety and Communication
Each new term of Geography begins in the same way as Design and Technology, by revisiting key skills needed to access the full curriculum. Context is given to this crucial learning, by making relevant links to current learning opportunities at that time, for example, map skills focus on particular areas of the world being studied through a unit, or changes made to a location based on historical actions. Connections are also made to local context, to provide further relevance and purpose to children.
|History||Providing context and connections in history is achieved through careful planning and approach towards a period of time. By identifying crucial learning in advance, practitioners can plan to progressively explore a time in history by building up children’s knowledge and understanding. For example, beginning by looking at a child who lived in that era, before looking at their family, then their home, their village etc. Everything is linked and built upon, rather than simply gathering and piecing together disconnected facts.||
|Modern Foreign Languages||At Sleights, children study French from Year 3 onwards. The skills taught in Modern Foreign Languages are relevant to the French language, but explicit reference is made to how they could be made transferable to any other language. Sleights follows the North Yorkshire County Council Scheme of Work for French.||
|Music||The school access a number of specialist providers to support the teaching of music, including choir, recorders and strings. Children also engage in the Eskdale Festival of the Arts, a local competition designed to showcase the key skills listed in music.||
Playing & Performing
|Physical Education sessions are taught by class teachers and visiting coaches with particular expertise. Throughout the year, children enjoy swimming sessions at the Whitby Swimming Pool, building on skills and progression throughout the school. Children enjoy the competitive nature of sport and, as such, participate within the Whitby Schools Cluster sporting competitions.||