Curriculum Rationale

Intent

The curriculum in TPA schools is designed to inspire and motivate children.  Our aim is for every child to experience ‘an extraordinary school day’ every day.  We place children at the heart of the learning process through a bespoke ‘Teaching and Learning Model.’ The Model, which is rooted firmly in research and analysis of effective learning and teaching, translates the Trust’s Expectations into classroom practice.  This Model has been developed and embedded to provide consistency and continuity for all children. 

The Curriculum for Unity School’s Partnership (CUSP) is used for Reading, Writing, Spelling, Science, History, Geography, Art and DT. This is an ambitious, evidence-based curriculum with a focus on vocabulary. It is a coherent subject-specific, knowledge-based curriculum has been developed with carefully planned sequences of learning that reflect the National Curriculum. End points are identified and carefully planned for, building on previous knowledge. Long term plans comprehensively map out what is taught across the school in all subjects. Subjects are taught individually in half termly units, but links are made across different subjects where appropriate. 

The Pioneer Academy is committed to the highest quality teaching across the whole curriculum and promotes the use of specialist teachers to facilitate this.  We currently have specialist teachers across our schools, such as PE, Art, Music, Computing and MfL.

Implementation

The White Rose Mathematics scheme, supplemented by additional resources, is used for teaching and learning in Mathematics.  This was selected for its accessibility and strong approach to mastery.

CUSP (Curriculum with Unity Schools Partnership) is the curriculum used for reading, writing and spelling (KS2 only). It is also used for Science, History, Geography, Art and DT. It was chosen for its coherent curriculum design and instructional teaching. It is underpinned by explicit vocabulary instruction and research-focused pedagogy. 

Little Wandle Phonics is used across the trust and has been selected for the level of structure and resourcing available.

In EYFS a thematic approach is used and this is being developed to lay the foundations for the curriculum, knowledge and skills taught in Year 1 and beyond.

Our teaching and learning model is designed and implemented in such a way that it builds on prior knowledge and skills and lays the foundation for future learning. Lessons are designed to be engaging and challenging with learners actively involved.

Long-term plans have been created so that subject coverage is planned sequentially and with a clear rationale for making connections with prior learning, therefore learning is blended and refined. Our curriculum planning is supplemented by a wide range of opportunities and enrichment activities which allow for cross curricular learning. This enables learners to see the ‘Big Picture’ of their learning and to make connections both through and across different subjects.

Impact

We review the impact of our curriculum continuously in a variety of different ways. We monitor how effectively our curriculum and enrichment provision provides opportunities for each unique pupil to reach their full potential.

We look at the quality and breadth of work seen in learner’s books, online and in the learning environment, pupil voice discussions, outcomes of assessments and quality of teaching and learning through learning walks. All of these tools help us assess the consistency, impact and relevance of our curriculum.

Monitoring and Evaluation

Regional Directors and central team members monitor whether the school is complying with TPA teaching and learning expectations through:

• Learning Walks with members of the Senior Leadership Team and the school’s wider leadership team.

• Meetings with subject leaders to support and challenge them.

• Evaluation meetings such as Stakeholder Visits to hold senior leaders to account

Senior Leaders and Subject Leaders monitor the way the curriculum is taught throughout the school in the following ways:

• Book looks (Coverage/Breadth/Progression)

• Work scrutinies (Quality of work)

• Learning environment walks

• Pupil voice surveys and interviews

• Learning walks followed by developmental coaching

• Analysing teacher assessment of their subject across the school

Pupil Outcomes

At TPA, learning is at the heart of all we do and so assessment is used to shape future learning. It is not excessive or onerous and forms part of the day to day working practices of the classroom. Teachers ensure that pupils embed key concepts in their long-term memory. Key skills and objectives for curriculum areas are revisited throughout the year and applied in different contexts. We also use summative assessments to support the teacher's overall assessment in these subjects.

Children take part in quizzes to support the recall of facts and information. A wide range of strategies such as questioning, talk partner discussions, using mini whiteboards and a range of other teaching strategies are also used to assess knowledge.

Curriculum - Schemes of Work

CUSP (Curriculum with Unity Schools Partnership)	Other Schemes used
Reading Writing Spelling Science History Geography Art DT	Phonics - Little Wandle
	Maths - White Rose Maths
	PE - PE Pro
	Music - Kapow
	RE - Kapow
	PSHE - Jigsaw
	Computing - Purple Mash
	MfL - Language Angels