Nun Monkton Foundation Primary School

We follow a ‘Learning Adventures’ approach to the curriculum. This includes having class themes, carefully chosen to allow teachers to immerse children in a topic, linking different areas of the curriculum together to give context and meaning. The National Curriculum subjects are taught in blocks, ensuring that all subjects are allocated quality focused time. Children contribute to the direction our curriculum follows. This ensures we remain focused on areas children want to learn about, helping to raise engagement and motivation. This forms the basis of our medium-term planning and staff then have the flexibility to be creative on how they approach the Learning Adventure. A curriculum overview is completed to ensure that all aspects of the National Curriculum are covered.

Early Years planning is ‘in the moment’ and is developed based on the interests of the children in the EYFS. Areas of provision are child-led and follow a research-based approach. Assessments form a vital part in planning learning opportunities to support rapid learning.

Each theme has a high profile in the school community, with ‘hooks’ to launch the topic and ‘showcase’ events to celebrate children’s achievements. These are whole school community events (where possible) where pupils from all classes can see the achievements of their peers, building a collaborative and supportive school community. The events have a genuine purpose with a tangible outcome. For example: an art gallery on display, a presentation or letters to (and replies from) famous authors. We use visits and visitors to enrich the curriculum where possible, with a significant financial commitment to make sure these are valuable and relevant.

What is the Block Teaching method?

Teaching the foundation subjects multiple times within the same week, allowing the sequence to be delivered over a week or two weeks. Where possible, each block follows on from the previous block, allowing children to see the links between different subjects, and the opportunity for them to apply knowledge in different contexts.

E.G- Science- Forces (Y5) unit learning about pulleys and levers, followed by a block of DT lessons where children design, make and evaluate their own pulley and levers.

Block Teaching Rationale

Block teaching allows for all subjects to be taught in equal equity and have quality focused time. It allows us to ensure that no single subject or subjects are given reduced attention and that no subjects are missed from the curriculum.

It also allows for staff to focus on quality implementation, as the intent of each block is pre-determined. Staff spend time ensuring there is effective building of sequential knowledge, with shorter time periods between adding new knowledge to existing knowledge. We also provide meaningful opportunities to revisit and recap following a teaching sequence. We believe block teaching also allows for staff to address any misconceptions quickly and within a block.

Block teaching also allows for little to no afternoon transitions, enabling learning time to be maximised. There is no lost learning time to changing sets of resources between lessons, and awaiting books to be handed out and in.

Assessment is also more meaningful as it allows teachers to focus on a pupil’s progress in one particular curriculum area at a given time. We assess using a pre-unit knowledge check, post-unit knowledge check and a recall knowledge check in the weeks following the unit.

We have also noted an improvement on staff workload and well-being as they are able to focus on fewer subjects in more detail, creating high quality learning experiences for our pupils.

Some of our subjects are not taught as blocks due to them being provided on a weekly basis. These subjects are PE, Spanish (KS2), Science. We believe these subjects require input on an ongoing basis.

Recall Assessment

Before we begin a block, staff will give children a pre-block knowledge checker. This will allow staff to pre-assess children before embarking on the unit.

Post-block knowledge checkers will be given upon completing the block. Staff can use this to ensure content has been taught and understood by pupils.

At a minimum of two weeks after finishing a block, staff will give children a knowledge recall checker to check whether children have moved this knowledge into their long term memory. It is proven that recall from long term memory is more effective that the revision of knowledge to secure it.

How we support pupils who do not have secure knowledge in place?

Additional support within school, designed to aid the practise of the learnt knowledge.

Support provided at home through home learning packs.

Additional recall checker to ensure children have embedded knowledge.

To find out more about our curriculum, please contact our headteacher via telephone or email to discuss.