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Federation of Earlswood Schools

A Place to Learn Together

Implementation

Implementation 

How is our curriculum taught at a subject and classroom level?

Subject Leadership

 The role of the subject leader is pivotal in the successful implementation of our curriculum. We aim for all subject leaders to have the knowledge, expertise and practical skill to be able to lead their areas effectively. Each curriculum subject has a dedicated team with clear roles and responsibilities.  Subject leaders and leaders at all levels, including Governors, regularly review and quality assure the subject areas.

 

 CPD(Continuing Professional Development)

 In order for us to be able to deliver the best and most up to date curriculum we provide staff with CPD in their subject specific areas of leadership or teaching role, which is research based.   We aim to give staff the expert knowledge required to deliver the subjects that they teach.  Ongoing professional development and training is available for staff to ensure that our challenging curriculum requirements can be met.  Leaders enable curriculum expertise to develop across the school and teaching staff. 

 

 Planning

The curriculum at Earlswood is carefully mapped out to ensure that pupils acquire knowledge, vocabulary and skills in a well-thought out and progressive manner in every curriculum subject ensuring coverage across each subject over time.  New learning is based upon what has been taught before and prepares pupils for what they will learn next. 

 

 Assessment

Assessment at Earlswood is designed thoughtfully to shape future learning.  It is not excessive or onerous as it is part of the day-to-day cycle of teaching and learning in 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.  Pupils revisit prior learning as an introduction to their new learning and this provides a context upon which pupils can integrate their ‘new knowledge’ into a wider context.  Assessments are reliable and are moderated to ensure that expected outcomes are fully understood by all staff.

 

 

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