Our School Curriculum Design
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Our Curriculum and the Equality Act 2010
In our approach to the design and delivery of our curriculum, we take our responsibilities to comply with the Equalities Act 2010 very seriously.
In particular, to ensure our students are protected from discrimination, harassment, and victimisation on the grounds of specific characteristics (referred to as protected characteristics).
For schools, this means that it is unlawful to discriminate against ‘protected characteristics’ identified as gender; race; age; disability; religion or belief; gender reassignment; sexual orientation; pregnancy or maternity.
For further detail on our Equality Objectives, please click here
Our Curriculum and the Disability Regulations 2014
New Lubbesthorpe Primary School is an inclusive school and offers a range of provisions to support pupils with SEND.
Please contact Miss Frearson SENDCO firstname.lastname@example.org.
Please click here for more details on our approach to SEND in our curriculum
Please click here for all SEND information including parent booklet.
We hope you have enjoyed looking through all of our curriculum pages. More information is available at school and by speaking to our staff, by making an appointment via our school office. email@example.com
Our School Definition of Learning:
Learning is a change to long term memory.
1. A curriculum needs to be based on a fundamental principle that learning is a change to long-term memory.
If content is not in a student's long-term memory then it has not been learned. Moreover, learning takes a long time to happen and is invisible to see in the short-term. However, most of our curriculum design is based on a completely different premise: that learning should be fun, relevant and engaging and this will 'make it stick'. Cognitive science tells us this is not the mechanism for learning; that it is spaced repetition over time with constant retrieval that makes learning stick.
2. What works in the classroom often runs counter to our intuition and what we have been told for decades.
For example, it is often thought that following the interests of students is a way to make the curriculum real, relevant and engaging. Research from cognitive science, however, tells us that it is not how interested a student is in the content that motivates them; not how related to the 'real world' a topic is. Instead, the answer lies in our limitations in working memory. Working memory is where we think but, unfortunately, we have very little of it and therefore disengagement can happen quickly. We have two mechanisms that mitigate this problem: one is dopamine - a chemical that rewards us for thinking and motivates us, the other is long-term memory. Therefore the more success a student has the more motivated they become and the more they have in long-term memory, the less processing of new things they need to do, which frees up working memory for new challenges.
3. Knowledge matters -even in the age of Google.
It is often thought that there is no need for knowledge in the age of Google; students can just look up anything they need to know and they should, instead of being fed knowledge, be taught to think. This is false for three reasons. The first is that Google isn't knowledge - it is a database of information. Schema theory tells us that all knowledge is based on meaningful groups and has semantic strength - this is what we mean by learning. The second reason is that it is impossible to think without knowledge (just give it a go - think about something you don't know anything about); the more knowledge one has the more one can think. The third reason is that knowledge acts as its own gravity; the more one has the easier it is to understand new things and to retrieve them.
Although these are my top three transformative findings, there are many more and twice as many, if not more, knock-on consequences for curriculum design, teaching, learning and assessment.