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Curriculum

At Avishayes we value 'Essential Experiences' around us to enhance our life opportunities and provide a context for our learning.

Click here to find out more about the National Curriculum objectives for each year group in each subject as well as some handy parent guides.

Curriculum Policy

We work closely with the team at 'Lighting up

Learning', who provide our teachers with CPD, coaching and planning sessions to implement their Curious City curriculum approach.

Our curriculum is closely linked to the National Curriculum, ensuring coverage and progression across the school. In addition to this, the curriculum is contextually relevant and it provides a framework for our children to be curious, ask questions and find solutions.

Each enquiry starts with a question, children are then immersed in the learning and practise skills and develop their knowledge, before ending with a challenge and answering the question. We want our children to be engaged in their learning and we aim to always make the learning fun, relevant and with local links.

Click here to find out more about how our SEND children are supported at Avishayes.

Our intention

Our intention is to create a culture of enquiry, curiosity and challenge that permeates both explicit and hidden curricula. The skeleton of curious and creative learning opportunities, progressively planned and matched to cognitive development, exposes learners to the wider world in carefully planned stages. The skeletons provide just enough guidance whilst enabling our teachers to inspire learners with local people, places and stories relevant to the school’s locality. The current structure also has plenty of room to respond to the ever-changing world. Enquiries are shaped by our school over time. Our curriculum will be unique but not isolated: we are part of a family of curious, enquiry-led settings and collaborate regularly at learner, teacher and leader level.

We implement

We implement the enquiry-led approach in several ways. Using seven themes that help to steer and give a particular flavour to an enquiry, learners seek answers to questions posed. The seven themes help teachers ensure that a broad range of perspectives are offered during a year, and that they understand the purpose of the enquiry. This helps create a balance of experiences each and every year and ensures a breadth of experience in every year group.

The impact

The impact of Curious-city can be seen and heard as well as represented in outcomes. Impact can be seen through the floor books, displays and challenges the children produce. The process of enquiry, as well as final outcomes, are represented within class floor books; the journey of learning. In classrooms and in corridors enquiry working walls demonstrate the learning journey; States of Being characters should feature in books, classroom displays and visual timetables as well as our website and newsletters. Our learners and families also talk about the approach earnestly. We know that when inspectors have visited other schools, the Curious-city approach has been talked about as having a positive impact on learning; our setting is no different. We know that in time, it will affect our reading and writing outcomes as the contexts and purpose for being an Author, for instance, become stronger and stronger.