We are currently engaged in a project to explore ways in which we can strengthen our current curriculum model using the latest theories from cognitive psychology to inform our pedagogy, as well as creating a cohesive and exciting curriculum map; carefully chosen to provide our children with a learning experience which takes all of them onto their future stages of education with excellent knowledge, skills and understanding. We are excited to be working with Haringey Education Partnership and Christine Counsell and are trailing this new model in year 3 this year.
The EYFS curriculum is structured around core books. Children in nursery and reception learn in a practical, play based environment with adult interaction to support and further develop their understanding. Core books are selected to allow children to become familiar with a wide variety of books and stories that can be incorporated into all areas to give meaning and purpose to their learning.
Key Stage 1 and Key Stage 2
We have a topic-based curriculum which was originally based on the International Primary Curriculum. Evidence has shown us this the positive benefits of a topic-based curriculum include:
A greater level of engagement and excitement for learning from the children
The ability to block subject specific foci within units thus allowing immersion within a subject’s content, allowing greater opportunities for content knowledge to be taught and remembered
Connections between subjects allowing for a more meaningful experience for the children thus facilitating greater retention of key facts and skills
Over time we have made the framework and units of the IPC our own by:
Dropping parts of the learning we found less relevant and effective for our children
Mapping the national curriculum carefully against our chosen units to ensure any gaps are addressed
We now refer to it as our South Harringay Curriculum.You can see it mapped out here:
In order to ensure sound progression of knowledge and skills for our children we have:
Shifted existing curriculum units around, and replaced some, to allow for key knowledge to sit within a sequential framework for all subjects
Modified our middle leadership structure to provide clear curriculum oversight and management for all subjects
Provided middle leaders with a comprehensive level of training and development, both in terms of general leadership skills but also in terms of subject specific expertise and knowledge
Worked with our partner schools (through our Networked Learning Community) to pool resources and provide training in subject specific knowledge and skills via secondary colleagues
Made curriculum development a regular feature of senior leadership training, development and strategic planning
We don’t consider our job with the curriculum ever do be done. Our diverse school community continues to change over time and we are always seeking new ways to ensure our children feel the curriculum reflects their lived experience wherever possible, but also gives them a window to world beyond their own.