Multiple staff lead subjects, preferably across sites to enable for professional conversations, coaching, shared workload and a clearer overview of the implementation across the two school sites. Where possible, teachers with particular strengths and interests lead subjects to ensure a deeper understanding of the subject and passion for its implementation.
Leaders develop subject specific policies. Each policy follows a similar template to ensure consistency in delivery and expectations.
Each subject aims to develop children who are ‘Informed, Articulate and Empowered’. These are found on the subject specific webpage.
Informed: Subject leaders develop curriculum progression maps which provide an overview of the learning and knowledge of the subject through the year and across year groups
Articulate: Progression maps indentify how the subject specific vocabulary (Tier, 2 and Tier 3, Beck et al. 2013) is developed through the subject and across year groups.
Empowered: Subject leaders consider how their subject develops the whole child, through links to wider and local communities, experiences, developing the child’s understanding of how they learn and enabling the child to see themselves as an artist, geographer, musician etc.
Previously the school has invested in robust CPD for subject leadership (Phil Drabble, 2019).
Teachers are provided with 2 CPD sessions every half term.
Curriculum Time: One session is available for teachers to monitor their subject: book looks, pupil interviews, address action plants, collect evidence and professional conversations
Teaching and Learning Time: Another session is provided for teachers to pursue their own research interests. Teachers are encouraged to access resources from a working document, and to add any other links to information they have found salient. Examples include metacognition, OUP Reading for Pleasure Certificate, interventions and coaching.
After each session, teachers feed back their findings. This allows SLT to keep abreast of the curriculum developments, its strengths and weaknesses. It also allows a larger research pool to be collated to share with all staff so any key finding can be disseminated through staff meetings.
SMILE: I can Speak, Move, Imagine, Learn and Explore
Subject overviews suggest ideas for deepening learning through the school’s SMILE approach
Children should become increasingly aware of how they learn and able to say in a lesson which method (SMILE) they are learning through. Through these methods, children become ‘informed’.
Vocabulary: The development of vocabulary through a subject allows for children to gain a greater sense of their learning through becoming more ‘articulate’.
Weekly pop quiz: Once a week, teachers implement a weekly pop quiz (developed in year groups, during the shared PPA time) which asks questions relating to previously taught topics. This may be through whiteboards, teams or on Google Classroom. As well as allowing for teachers to gain a quick grasp of areas which need revisiting, it also allows children to feel ‘empowered’ by their learning.
Reading Spine: A whole school reading spine enables topics to be revisited through a child and teacher led approach
Teacher led: Class stories are read which make links back to previous learning. Children are able to use their knowledge of the subject to gain a greater understanding of the story through a new context, thus deepening their learning. For example, children who have previously studied Black History in autumn, read Holes in the summer term to enable them to have a more profound understanding of the social injustices it portrays.
Child led: Topic boxes of books are collated for children to explore at their leisure. As well as encouraging children torevise key vocabulary, learning and concepts, children’s interests and curiosities continue to be encouraged.
Time is provided half termly for teachers to monitor the impact of their subject through pupil interviews, book looks, collecting evidence and staff audits. These are shared with SLT to allow for a whole school overview.
Twice a year, staff present their subject to the Governors to ensure that the Governing body have a overview of the subject’s intent, implementation and impact.
Governors conduct a walk about with subject leaders/ SLT to see the children’s learning in lessons and through books.
Reflective Assessment: Developed by the Assessment Lead to ensure consistency, each foundation subject consists of a ‘reflective assessment’ for each year group. These show the key skills/ knowledge for the subject as a working document. Teachers annotate the skills/ knowledge to create an overview of the learning including strengths and weaknesses which are then addressed in the year, and then passed to the next teacher to allow for them to address misconceptions and plan for different starting points.
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