Menu

St Michael'sChurch of England Primary School

Sandhurst, Berkshire

Search Search
Translate Translate

Creative Curriculum

How we plan our Creative Curriculum Topics

A coherently planned curriculum with systematic and cumulative knowledge and skills acquisition allows pupils to build and apply knowledge and make future links through understanding transferable concepts.

 

Intent

Knowledge to be gained through pursuing enquiry questions:

  • How do we find out about ….?
  • What are the main differences between……?
  • Why did the …….?
  • What impact…?
  • What evidence remains…?
  • Who were the ….?
  • How do we know….?

 

Key Intellectual Concepts for children to take forward and apply to future learning:

For example:

Monarchy

Worship

Tsunami

Sacred

Democracy

Agriculture

Volcano

Climate

Education

Fashion

Latitude/longtitude

Continent

Warfare

Housing

Equator/Tropic

Culture

 

Skills to be taught and applied:   

  • Map and atlas work
  • Fieldwork
  • Analysis of artefacts
  • Timelines
  • Analysis of sources of evidence
  • Notetaking skills
  • Research from non-fiction books and websites
  • Learning from peers
  • Extended writing inspired by topic
  • Photography and illustration
  • Use of art as a historical source

 

Implemetation

Pedagogy:

  • Each   topic will be introduced through a Mantle of the Expert scenario which puts the children in the role of expert investigators, drawing on evidence and posing further questions.
  • A wide range of non-fiction books, text books and websites will be available throughout the topic.
  • The teacher will introduce aspects of the topic through structured, taught lessons, allowing the children the freedom to present what they learn in their own way, undertaking a variety of challenges.
  • A Visit to an area of significance (or from a visitor to enhance learning) will bring the subject to life
  • Study of art, music and poetry will enhance the topic
  • For the final weeks of the topic the children will pursue their own area of particular interest, researching more deeply and presenting their finding in the way they find most appropriate, working to a deadline and producing a polished product.
  • Peer sharing to conclude the topic will mean that the deeper information studied will enhance the knowledge of the rest of the class.
  • Presentation of learning to school/parents ensures high quality work with an emphasis on presentation and content
  • The topic will end with the children answering the enquiry question and seeing whether initial opinions have changed.

 

Literacy Link: Class reading book

Philosophy questions to draw the learning together:

  • Is ….. ever acceptable?
  • Can …. ever be justified?
  • What makes a good….?
  • Are we wrong to….?
  • Can we learn from….?

 

Impact

Assessed through:

  • Informed commentary on pictures/artefacts
  • Extended writing demonstrating wider learning
  • Presentations of finished products
  • Cumulative quiz questions
  • Ability to complete knowledge banks
  • Ability to look back and answer the original enquiry questions
  • Ability to draw upon prior knowledge 
  • Children know and remember more
Top