Our curriculum design is based on evidence from cognition science, three main principles underpin it:
- Learning is most effective with spaced repetition.
- Interleaving helps our children to discriminate between topics and aids long term retention.
- Retrieval of previous learned content is frequent and regular, which increases both storage and retrieval strength.
In addition to the three principles we also understand that learning is invisible in the short term memory and that sustained mastery takes time.
Our content is subject specific. We make intra curriculum links to strengthen schema wherever possible.
Continuous provision, in the form of daily routines, replaces the teaching of some aspects of the curriculum and, in other cases, provides the retrieval practice for previously learned content.
Because learning is a change in the long term memory it is impossible to see impact in the short term. We do, however, use probabilistic assessment based on deliberate practice. This means that we look at the practices taking place to determine whether they are appropriate, related to our goals and likely to produce results in the long run. We use comparative judgement in two ways: in the end outcomes of a unit of work and in comparing a child’s work over time.
We use lesson observations to see if the pedagogical style matches our depth expectations and pupil voice to quality assure what the children have been taught.