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Our Curriculum - Implementation

The children are taught skills in Maths and English through tightly focused, short, sharp teaching sequences and then opportunities to rehearse and revisit these skills are carefully woven into the learning experiences that take place over a breadth of different subjects, throughout the day. The curriculum is significantly enhanced by children’s engagement in enrichment activities such as learning outdoors, special days, visits and visitors. Where possible, the "Big Question" is used as the umbrella under which all subjects are delivered, however some aspects of the curriculum do not lend themselves as well to teaching within a topic, and where this is the case they are planned as discrete lessons which may be blocked, as shown in our Elton Curriculum Overview.

The Big Question document not only shows how we cover the breadth of the National Curriculum under our Big Question model, but also shows how we include the EYFS Development Matters curriculum as part of this, ensuring cohesion and continuity throughout the school.

Also attached is our "Elton Teaching Standards" document based on the National Teaching Standards but with our agreed aspirations on how we, as a teaching staff, would like things to be.  We use these to inform or pedagogy and provide the best learning experiences possible.

 

The best teaching happens when a teacher knows every child in their class - their strengths, their interests, their "hooks", any gaps in their learning...

 At Elton, teachers endeavour to assess every child's starting point and work out the best way in which to move their learning on.  As we are a small school, we have mixed year group classes (currently our Year 4 cohort is split between Year 3 and Year 5, based on age) but the principle of best practice remains the same regardless of a child's age or any other "label" - What can this child do?  Are there any barriers to their learning?  What's the best way we can move their learning on? 

For every individual, we have ambition and high expectations, but our knowledge of every child means that our approach to inspiring them to achieve their full potential will sometimes differ.

As teachers, we model how we expect our children to learn; we are all reflective practitioners, continually seeking how to improve, and are happy to admit when we have made a mistake.  We learn from each other, and discuss both informally and formally, the latest pedagogy and advances in education.  We are proactive in seeking out advice, or ways in which we can improve our teaching.  We enjoy strong relationships with a network of colleagues in cluster schools and in professional organisations.  We aim to be outstanding practitioners so that our children receive the best possible start in education.

We believe that the best learning happens when children are given timely interventions to either correct any misunderstandings, or to move their learning on.  Formative assessment (self, peer and teacher) is therefore a fundamental part of every learning opportunity, and children are encouraged to take responsibility for many aspects of their learning. 

We understand that everybody enjoys learning in a slightly different way, and that a "hook" can sometimes be as simple as learning in a different place.  We try to keep things fresh and interesting by making the most of our beautiful school and its USP - our inspiring surroundings.  It's truly a rich learning environment, right on our doorstep and free... what's not to like?