Curriculum

Intent

At Glasshouses School our curriculum is designed to expose pupils to a range of topics and experiences that broadens their understanding and equips them with the skills they need to be confident, life-long learners who reach their full potential. We believe that pupils from a wide range of backgrounds arrive in school with different levels of knowledge acquisition. Therefore, we have a well-rounded, knowledge-specific curriculum to overcome inequality of opportunity.  All learning should be challenging and engaging.

We believe access to a high quality; broad and balanced curriculum is the right of all pupils. Our curriculum is designed to be a ‘Knowledge Rich Curriculum’ and our curriculum overview ensures that our pupils acquire a depth of knowledge in all areas of the curriculum, built up sequentially over time. . We are determined that our pupils will know more and remember more over time. We have a cross-curricular topic approach, and, alongside this, we build in enriching and enlivening experiences which immerse the children in current and relevant themes. Our curriculum has the acquisition of knowledge at its heart, and we ensure that all pupils are supported throughout their learning to remember connected and essential knowledge as they progress through school.

Our innovative curriculum reflects the real world that the children will be a part of in the future. We want them to be excited and engaged about learning and for ALL pupils to be challenged, no matter what their starting point.  Extra support is a priority in provision for SEN and disadvantaged pupils.

A curriculum that is literacy and language rich is a must for our school. Therefore, we place a high focus on developing children’s vocabulary (especially Tier 2 vocabulary and spoken language). We do this by immersing the children in carefully selected, high quality texts as reading is at the heart of our school. Developing reading for all children is a high priority throughout school. We believe that vocabulary size is a convenient proxy for a whole range of abilities not just skills in reading, writing, listening and speaking but also in science, history and the arts.  We carefully plan the Tier 2 vocabulary that the children will be immersed in.

An overarching focus of our curriculum is our commitment to the Rights Respecting School agenda and the world around us. We have planned our curriculum with particular reference to the following articles;

Article 23

You have the right to special education if you have a disability.

Article 28

All children have the right to a good quality education

Article 29

All children have the right to an education that helps to develop their talents and abilities.

 

We strongly believe that for children to develop as future citizens it is vitally important that they are exposed to, and aware of, current affairs, debates and world issues enabling them to form opinions and develop critical thinking and communication skills. Our inclusive culture and ethos is built upon respect and consideration for others, and as a predominantly white/British context, we promote the rich diversity of modern Britain and the wider world. The importance of British Values, SMSC, diversity, equality and global learning are continually promoted to ensure that children are ready for life in modern Britain and beyond. PSHE features heavily in our timetable, with well-being, health and fitness threaded through all areas of the curriculum.

Important, transferrable skills that will be developed through our curriculum are:

Critical thinking The ability to think clearly and rationally, understanding how and why ideas connect. In essence, critical thinking requires you to use your ability to reason. It is about being an active learner rather than a passive recipient of information.
Communication The ability to connect to others effectively, to be able to adapt their words, tone and gestures for different situations.
Creative and adaptive thinking

(problem solving)

The ability to think ‘outside the box’ and to develop solutions and ideas.
Entrepreneurialism  Entrepreneurialism skills are closely associated with change, creativity, knowledge, innovation and flexibility.
Collaboration Collaboration is about learning to work with different people in a variety of situations. In collaboration, pupils think more deeply and creatively. They also develop empathy for other peoples’ perspectives.
Resilience Resilience is the process of adapting well in the face of adversity, trauma, tragedy, threats or significant sources of stress. Resilience is the ability to overcome setbacks and challenges.

Curriculum Intent, Implementation and Impact Report