Welcome to our Curriculum Page
Our Academy offers a curriculum which, although based on the National Curriculum and EYFS Statutory Frameworks, has been uniquely tailored to embrace the context of our school and its learners. We have worked collaboratively with subject expertise from across our Trust to build a bespoke sequence of learning that will ensure our pupils leave us with a rich tapestry of knowledge and portfolio of skills that provides them with the confidence to successfully shape their own futures.
Our curriculum centres around four aspects:
Oracy, Vocabulary and Literacy: ‘Learning the words to learn’
Oracy and language development are given a high priority in our curriculum as we believe that enhancing vocabulary and the ability to articulate learning and opinion is vital for success throughout school and beyond. The greatest gift we can give as an educator is giving the children the ability to read and comprehend a rich variety of texts. It is imperative that every child masters the phonic code as soon as possible as reading allows pupils to develop their knowledge of themselves and the world in which they live; to establish an appreciation and love of reading and to gain knowledge across the curriculum.
Experiential learning: ‘I see and I forget, I hear and I remember, I do and I understand’
At Fishtoft Academy we believe nothing is more powerful than the memories created by a child’s experiences. As such, we endeavour to provide our pupils with a range of carefully planned, hands-on learning opportunities across all areas of the curriculum.
We strive to provide a sense of awe and wonder, which in turn instils a thirst for learning amongst our pupils. For example, we regularly use visiting experts and first-hand experiences to enhance the curriculum during our ‘sparkling starts’ which provide all of our pupils with the same foundations upon which to ‘build’ their knowledge and learning.
Raising Aspirations: ‘Further than Fishtoft and the Fens’
Our aim at Fishtoft Academy is to encourage and enable every child towards the realisation of their own unique talents and for them to see that their originality is valued. We want to instil in them a drive for excellence in all they do through our expectation of participation, fulfilment and success in every aspect of Academy life. We also seek to assist our pupils to understand the world beyond their direct experience so that they appreciate the richness and diversity of the global community of which they are a part.
Care, Guidance & Support: ‘Nobody cares how much you know, until they know how much you care’
As an Academy, we recognise that pupils who are socially and emotionally healthy have a greater chance of achieving success in school and later life. Positive social and emotional development builds the communication skills necessary for learning throughout a child’s life and beyond. Listening, problem solving, teamwork and resilience are key employment skills for the future and failure to develop these in our pupils would be a failure on our part to prepare them for life in Modern Britain. Through modelling our core values to our pupils and offering a more package of social and emotional support when required, we aspire to create pupils who are respectful, honest and generous in spirit and kindness.
‘To know more to remember more’
Our broad and balanced schema has been developed with subject specialist teachers from across our Trust and beyond. The schema ensures progression in each subject and this means when children move through the school they are building on their previous knowledge and skills, with oracy and vocabulary acting as the foundation of knowledge development. However, it is essential that our pupils make relevant connections between the subjects and to facilitate this, core concepts are threaded through our curriculum to bring cohesion and reason to learning.
Every subject taught is planned around our subject-specific knowledge and skills progression ladders. We have built-in metacognition strategies to regularly revise and review learning with our pupils in order that the knowledge and skills acquired move from the working memory to long term memory, therefore supporting their transference and application in other areas. Subject-specific vocabulary is identified for specific teaching in order to give our pupils the language to articulate their learning and acquire further knowledge.
Educational research has shown that if children are actively involved in learning, they are considerably more likely to retain the knowledge gained and therefore our teachers spend a great deal of time planning kinaesthetic experiences in order to make learning memorable. In order to enhance learning further and develop a greater cultural capital amongst our pupils, a variety of additional learning experiences including visits, residentials and specialist visitors are interleaved throughout the curriculum.