Milldown Academy has been developing an intelligently sequenced, knowledge-rich curriculum, informed by the most up to date evidence informed research available. The curriculum has been and will continue to be constantly refined based on feedback from subject leaders and class teachers. All materials are presented in a highly consistent approach, prioritising quality first teaching at every given opportunity.
Our drivers focus our pedagogy and curriculum - they shape and scaffold our practice and curriculum design.
- Thinking hard
- Applying learning and linking prior knowledge to new
- Reviewing own & other’s learning
- Challenging questioning and work
- Small-step lesson design and scaffolds allow all to think deeply at some point in the learning
- Understand what I have been successful with, what I need to improve and how to go about it
- Understanding and using a wide-ranging vocabulary
- Speaking like an expert
- Public speaking
- Partner talk and support
- Peer feedback
- Challenging other’s ideas and viewpoints
- Group projects
- Applying prior learning to solve real-life problems
- Challenging prejudice and injustice
- Pushing out of our comfort zone
- Making a positive difference to our world
Our Lesson Design: We structure learning to build independence over time, getting it right for the lowest 20% ensures success for all and and allows us to live out our vision of ‘Inspire-Believe-Achieve.’
Retrieval of prior knowledge & vocabulary
|Key Concept(s) – identify & link
and essential knowledge to be learnt – where does it fit with the bigger picture?
Anchor task –
activity to expose concept, pull out knowledge and misconceptions
I do - We do
Explicit explaining and modelling and narrating the metacognitive process
You do -
|Evaluation of learning
Medium Term Plans: Each area of study consists of carefully sequenced ‘knowledge lessons’. The MTPs have been developed by subject leaders and will detail both prior learning and key vocabulary, knowledge and skills to be learned.
Knowledge organisers: Knowledge organisers act as a planning, teaching and assessment tool. They provide complete clarity to leaders, teachers, pupils and parents about what is expected to be learnt and remembered by the end of the study and in the long term. In addition, children create their own version of the knowledge organiser as part of the learning sequence, encoding the learning with an image and some text to be recalled as part our retrieval approach (Paivio 1986; Mayer & Moreno, 2003).
Quizzing: Low stakes quizzing is efficient, effective and motivating for pupils whilst providing teachers with vital information about what pupils have misunderstood and/or what they may be struggling to remember. Retrieval Practice tasks will be implemented at the start of every lesson, utilizing understanding of interleaving and spacing to ensure content is retained for the long term.
Final outcomes: Each unit of work works towards opportunities for children to use and apply their knowledge and skills. This may include answering a big question and/or performing or creating a final piece of work.