A high quality, ambitious and progressive curriculum is being embedded across the school to enable all children, particularly disadvantaged students and those with SEND, to achieve and excel. The curriculum is planned and sequenced to ensure knowledge is acquired and skills developed. It builds bridges between lower and upper school and offers a diverse window into the wider world.
These principles underpin our curriculum model:
- Progressive and sequenced
- Broad and balanced
- Knowledge rich
- Aspirant and ambitious
- Adaptive and accessible for all
The DT rotations include Food Technology, Resistant Materials, STEM and Textiles. In Yr 8 this also includes Art.
Yr 7 MFL is German
Yr 8 MFL is Spanish.
KS2 & KS3 Curriculums
Our KS2 curriculum is based on a Primary school-based model, with a focus on literacy and numeracy, whilst taking advantage of both specialist teaching and specialist facilities which enable us to enhance what the curriculum is able to offer for KS2 pupils. Our specialist Primary-trained staff deliver ambitious content that goes beyond the national curriculum and allows learners to achieve well.
In Key Stage 3 our curriculum offer is broad and balanced. 3 languages are taught providing a window into the wider world. STEM lessons allow students to explore future career opportunities. Our coherent curriculum planning involves working with KS4 staff in our Upper schools, ensuring a bridge is created between lower and upper school providing every EPIC learner with an inclusive and aspirational education.
Our curriculum is built upon the teachers’ strong subject knowledge and passion for their subjects. Teaching is designed to help learners remember knowledge in the long term and build links with new knowledge and big ideas. Strategies such as retrieval practice, interleaving, low-stakes quizzes, discussions and active learning help to secure knowledge in the long term.
Assessment for learning checks for understanding in lessons, highlights misconceptions and includes quizzes and a variety of questioning techniques. Summative assessments take place at appropriate intervals. Feedback plays a crucial role in assessing the depth of student understanding and planning future learning to address gaps and/or misconceptions..
Key Performance Indicators (KPIs) develop learners' understanding of the knowledge and skills that are being taught, the context and aims of these and provide challenge for all. Learners are assessed against the KPIs. Schemes of learning linked to a range of appropriate resources, including text books, are carefully chosen to support adaptive teaching. Learning environments aim to activate learning through a Department Wonder Wall and displaying of Tier 3 key words.
Our monitoring and evaluation policy uses a clear framework of learning walks, observations, work scrutiny and learner meetings to showcase departments and identify strengths and areas for improvement. Our professional learning model is based on Walkthrus and uses a coaching model to develop teacher’s pedagogy and practice.
The progress of learners is measured against their KPIs which is then tracked and evaluated to ensure secure strong outcomes.
We aim to secure excellent achievements at Key Stage 2 in SATS results and accelerate the progress of learners in Key Stage 3.
Linslade learners will show they know and remember more over time and are prepared to bridge the gap to Upper school. They read widely and often, with fluency.