The school since 2016 has been developing its Educational Provision (including the curriculum) using Simon Sinek's GOLDEN CIRCLE Model which focuses driving developments from the WHY (the values and vision) for the organisation) through the HOW (what the organisation does / works) resulting in the WHAT (the outcome).
(more information can be found at...https://www.ted.com/talks/simon_sinek_how_great_leaders_inspire_action?language=en)
This Model maps direct across to Ofsted's thinking and ideas of INTENT, (the why), IMPLEMENTATION (the how) and the IMPACT (the what).
So the school has a whole school INTENT (School vision) , IMPLEMENTATION ( full educational provision - Adventurous Learning) and IMPACT (our intended outcomes for the children) and then we have created sub - Intents, Implementation for "Curriculum", "Teaching and Learning" and "Behaviour and Personal Development" which all leads to the whole school IMPACT!
In the following pages the whole school INTENT(Why), IMPLEMENTATION (How) and IMPACT(What) is detailed.
At the bottom of this page you will find the Curriculum sub - Intent, Implementation for the CURRICULUM. There is also further details on the subject pages concerning what is taught when across the school (which you will see is part of sub-intent for the Curriculum.)
The Overall School Approach to IMPLEMENTATION:
Our Adventurous Learning Approach to Primary Education has 3 interconnected elements which are detailed below and summarised below:
Our Transformational Learning Adventure Curriculum is designed so that children develop and deepen their understanding (application of skills and knowledge) in each subject. this is achieived by delivering on the above expectations and the key objectives in each subject being progressively mapped out across the year groups, with opportunities to re-visit key objectives that are not fully understood.
(These key objectives can be viewed on the subject web pages below.)
For each year group, these subject half-term objectives are represented in a "Half term Learning Adventure Flexible Map" with associated progressive subject specific vocabulary:
An example is shown below:
I am sure you have noticed, on the Half-term Learning Adventure Flexible Maps there is just a simple description of the learning for English and Maths. The specific objectives for these subjects are split into small Learning Adventures which are called "MIni-Learning Adventures." These Mini-Learning Adventures enable the children to be taught specific skills and knowledge and then apply them in a contextual outcome, linked to the Half term Learning Adventure.
Examples of which are below:
For the other subjects (Non- english and Maths) the key objectives are sometimes "blended," this means that the different subjectkey objectives are taught seperately and then "blended" together when appropriate to create an exciting interesting outcome.
(Please note subjects are only blended when we feel this blending enhances the learning for the children and some subjects are taught discreetly.)
An example of a "Blended Learning Adventure" can be seen below:
Mini-Learning Adventures and Blended Learning Adventures are planned to develop the children's mastery of the key objectives and are guided by this planning for mastery process:
Through our Adventurous Learning provision our expected outcome is that
EVERYONE (children and staff) will FLOURISH,
this is defined using the PERMA(H) model of Well Being.
(Please do note that academic standards are included in this definition of FLOURISH in the "Achievement" element!)