About the Curriculum
Our core curriculum is made up of English and Maths, taught primarily in the mornings.
The English curriculum consists of Reading, Writing and GPS (Grammar, Punctuation and Spelling. In order to assess our pupils, writing at distance is taught through Science and our foundation subjects, using English based units in other areas of the curriculum. English lessons are planned through the School Improvement Liverpool plans.
In Maths, children cover: number, measure, geometry and statistic units, focusing on children’s fluency, reasoning and problem-solving skills. Maths is also woven into foundation subjects through science and the learning challenge curriculum. Maths lessons are taught through School Improvement Liverpool and MathsHUBS White Rose Mastery plans.
At Our Lady Immaculate we follow the Learning Challenge Curriculum for all foundation subjects.
The Learning Challenge concept is built around the principle of greater learner involvement in their work resulting in a meaningful curriculum which promotes high standards. It is an approach to structuring and delivering the curriculum with a focus on challenge and basic skills. It is under-pinned by a secure pedagogical framework which weaves together the critical elements of curriculum, teaching & learning and assessment.
The Learning Challenge curriculum is not an ‘off the peg’ scheme of work. It requires teachers to actively think what their curriculum needs to include in order to meet the needs of their children in their context – leading to high standards in all areas of the curriculum. It provides a range of tools which will help teachers plan their curriculum. These tools allow teachers to focus on the way they want to deliver rather than what they need to deliver.
What are the main principles?
The Learning Challenge concept is built around the principle of greater learner involvement in their work. It requires deep thinking and encourages learners to work using a question as the starting point.
In designing the curriculum, teachers and learners are using a prime learning challenge, expressed as a question, as the starting point. Using the information gained from pre- learning tasks and the school’s context, a series of subsidiary challenges are then planned. Each subsidiary learning challenge is also expressed as a question. See how this works in the schemes of work provided.
The subsidiary learning challenge is normally expected to last for one week but this does not need to be the case. However, initially it may be useful for the learners and indeed the staff to get used to the weekly learning challenge. The important point is that the learning challenges need to make sense to the learners and it is something that is within their immediate understanding.
The key DRIVERS of the Learning Challenge approach are:
- Planned around the distinctive needs your children
- Enquiry based to promote curiosity
- Outcomes driven to raise standards
- Embeds the application of basic skills
- Allows writing to be meaningfully embedded
- Cross-curricular (where meaningful)
- Interesting for the teacher as well as children
- Integrates empowering learning (‘learn to learn’)
- Underpinned by latest thinking about quality learning and brain-based learning
For more detailed information on the curriculum see the links below or speak to Mr Garth, our curriculum leader:
The curriculum map below reflects the learning and experiences from the previous year. Our topics are based upon the world around us at different times of the year and the children’s current interests. We use the children’s ideas and interests to inform our planning and teaching to make learning relevant and purposeful. The curriculum map for this academic year will be uploaded at the end of each term to outline the topics and learning that has taken place.