AtC Curriculum

Curriculum Systems and Planning

One of the ways we do work with our schools is in the development and design of systems to support well planned curriculums, the sharing of expertise and the reduction of staff workload. As a Google Trust, we support our schools to maximise the Google Infrastructure and workspaces to plan coherent, well sequenced curriculums which clearly show how subjects build towards end points and composite knowledge. Our schools, school leaders and teachers benefit from access to a whole range of well researched, well designed centralised planning systems if they choose to use them. Equally our central team also supports school leaders in the thought work, investigation work and research that leads to schools designing their own powerful approach. Either way, our aim is to help our schools have coherent, well sequenced learning journeys which secure excellent outcomes and experiences for our learners.

Identifying Endpoints:

Whilst there is no specific format or formula for the planning model advocated by the Trust, school leaders and teachers agree on the importance of ensuring that all subjects have clearly identified end points, threshold knowledge and key concepts that students should reach by the end of a term, year, phase or key stage. For every subject taught, we are clear about what students should know, be able to do and be able to remember.

Components and Composites of Knowledge:

By identifying composite knowledge, school leaders and teachers then build the components of knowledge hierarchically and incrementally to ensure that knowledge builds on knowledge in a well planned and sequenced way. Progression, connectivity and methods of assessing that students have secured the knowledge planned are all part of how our schools arrange and organise their curriculum plans effectively.