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North Scarle Primary School

North Scarle Primary School

Our Curriculum Model

Our logo reflects our understanding of learning as a real, working and connected model.

  • Learning- Learning is most effective with spaced repetition and is continuous in order to change long term memory and become knowledge.
  • Connecting- We provide a wide breadth of study which supports children making connections across different subjects and increases understanding. ALL students have the same opportunities to connect with the world around them, both academically and culturally.
  • Achieving- ALL students are capable of success.

The basic principles in our Curriculum Model are:

  1. Learning is a change to long term memory.
  2. Our aims are to ensure that our students experience a wide breadth of study and have, by the end of each key stage, long term memory of an ambitious body knowledge.

Curriculum drivers shape our curriculum breadth. They are derived from an exploration of the backgrounds of our students, our beliefs about high quality education and our values. They are used to ensure we give our students appropriate and ambitious curriculum opportunities.

2019/20 curriculum drivers:

  • Possibilities
  • Characteristics of learning- The keys to our success

 

Cultural capital gives our students the vital background knowledge required to be informed and thoughtful members of our community who understand and believe in British values.

Our Curriculum breadth is shaped by our curriculum drivers, cultural capital, subject topics and our ambition for students to study the best of what has been thought and said by many generations of academics and scholars. Breadth gives cultural capital and the range of situations students need to grow in confidence in the threshold concepts.

Our curriculum distinguishes between subject topics and threshold concepts. Subject topics are the specific aspects of subjects studied.

Threshold concepts tie together the subjects into meaningful schema. The same concepts are explored in a wide breadth of topics. Through this ‘forwards-and-backwards engineering’ of the curriculum, students return to the same concepts over and over and gradually build understanding of them.

For each threshold concepts three Milestones, each of which includes the knowledge that students need to understand the threshold concepts, provides a progression model.

 

For further information click on the Curriculum Model Policy below.

Click each subject to the left to see the Threshold Concepts, Breadth Maps and Milestones for each subject.