Our six identified curriculum areas:
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We use a range of recourses to support our implementation such as Cornerstones, Jigsaw PSHE and Discover RE. We also use the Early Years Foundation Stage profile and the National Curriculum as a guide to shape our curriculum.
We take an explicit active approach to develop our children as thinkers. Each lesson begins with a ‘DNA’ (Do Now Activity) task which provides opportunities for the children to explore questions through the use of thinking hats and keys. Through this discussion interleaving opportunities are planned, requiring the children to draw from their long-term memory prior learning that can be built upon.
To develop our children’s vocabulary, our curriculum is enriched by literature. Children use poetry, picture books, film and short clips, powerful images and music to draw predictions and inferences through the power of literature, both modern and historical. Children use Thinkers Keys and Thinking hats to draw conclusions about the world around them. The exploration, modelling and teaching of vocabulary is explicit and mapped in a systematic age appropriate way. We speak in full sentences and we expect children to speak in full sentences. This is further enhanced through our weekly ‘Echo reading sessions’. During these sessions Thinkers Keys and hats provide an effective framework for children to share, cross phase, a range of texts to develop communication and language skills through child led learning.
We teach the children all 16 habits of mind. However for the children at The Gordon Children’s Academy we have a particular focus on what makes us be our best selves through our being our best agenda. These are namely: Persisting, Flexibility, Bravery, Curiosity, Creativity, Collaboration and Accuracy. We take responsible risks though our wobble moments that underpin all habits across school life.
We have a planned enrichment curriculum to provide our children with opportunities within their locality and beyond. This, as well our after-school provision, provides the children with a deeper understanding of the world around them. They use these experiences to build their cultural capital.