Exceptionally well-planned, sequenced and resourced, to ensure strong coherence within and across subjects
- Careful and skilful curriculum sequencing and planning is essential if students are likely to secure and retain knowledge.
- This required that the order in which students are exposed to core knowledge was carefully specified and planned so that concepts lead on from one another (particularly in hierarchical subjects, where knowledge builds upon necessary precursor knowledge, e.g. Maths, Science, MFL), or refers back to previous knowledge (in both hierarchical and cumulative subjects). A cumulative subject has a wider range of knowledge paths that can be taken through a course, e.g. English Literature or Art.
- Effective sequencing also involved specifying exactly when and how core concepts are returned to so that they are retained over time.
- Where it was sensible to do so, planning took into account the content that is being taught, or has been taught, in other curriculum areas at any point. Links between subject areas – for example where the same period is being considered in English, Art and History – are planned, understood and capitalized on by teachers in each subject. Literature that has been studied in guided reading has also be carefully considered.
- The provision of high quality resources to support curriculum implementation is our priority, and is a key responsibility of subject leaders. Highest priority resources may differ between subjects, but will include knowledge organisers, provision of models of quality work for key tasks, core lessons or activities, homework, textbooks and assessments.
- Out effective curriculum therefore has a very clear and convincing rationale for what is taught, and the order that it is taught in. It clearly identifies core concepts, knowledge, ideas, words and skills, and specifies when students are to be introduced, and when / how they are returned to.