Curriculum Overview

Cedarwood - Curriculum 2020

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To provide all pupils with the very best high quality experiences, which inspire, motivate and enhance learning engendering a lifetime love of learning, creativity and achievement. Developing:

  •        Successful learners who enjoy learning, make progress and achieve
  •        Confident individuals who are able to live safe, healthy and fulfilling lives now and in the future.
  •        Responsible citizens who make a positive contribution to society and their environment
  •        ARK values - positive attitude, ambition, resilience, respect, kindness and knowledge, love of learning
Principles of the Cedarwood Curriculum
Our Curriculum
  •        ‘Introduces pupils to the best that has been thought, said’ and done.
  •        Must work for every child throughout their time at Cedarwood.
  •        Teaching and Learning should fit the child.
  •        Embraces the national curriculum whilst recognising that it is just one element in the education of every child.
  •        Builds four key areas of development – Subjects, Skills, Competencies and Personal characteristics.
  •        Ensures Reading, Writing, Speaking and listening, Vocabulary and maths are essential ingredients of every subject.
  •        Ensures that planning and teaching emphasises and maintains the integrity and uniqueness of each subject.
  •        Teaches the most important skills and knowledge of the subject.
  •        Provides broad and balanced learning with excellence and enjoyment at its heart.
  •        Is manageable in its delivery and allows time for staff to teach their own enthusiasms, interest, skills and talents.
  •        Develops citizenship and pupils who care about their environment and their society.
  •        Ensures pupils undertake an environmental and social/citizenship project each year.
  •        Develops and integrates learning from different subjects and experiences.
  •        Maximises the use of the local environment, people and resources to develop the curriculum
  •        Is clear about its purpose.
  •        Builds on prior learning.
  •        Makes reasonable adjustments to meet pupils’ needs.
  •        Uses outdoor learning, local links, visits and visitors.
  •        Uses first-hand experience/evidence wherever possible.
  •        Implement Cognitive Load/ Rosenshine’s Principle to deliver the curriculum
Teaching and Learning - Cognitive Load and Rosenshine’s Principles

Working memory is finite and small. Long term memory is unlimited.

New information is only stored in long term memory if connected with prior learning.

Information is organised into schemata  - the more complex and interconnected the schemata the easier it is to make sense of new related information.

Link teaching to Prior Learning – include in MTP by Subject leaders – knowledge organiser might do this.

  • Tailor lessons according to students’ existing knowledge and skill.
  • Begin a lesson with a short review of previous learning.
  • (Make connections with previous learning a week, month, term, year ago, other subjects). Frequent quizzing. End of unit assessment.
  • Present new material in small steps with student practice after each step.
  •  Present all the essential information together.
  • Simplify complex information by presenting it both orally and visually. 
  • Limit the amount of material students receive at one time.
  • Give clear and detailed instructions and explanations.
  • Ask a large number of questions and check for understanding.
  • Provide a high level of active practice for students.
  • Guide students as they begin to practice.
  • Think aloud and model steps.
  • Provide models of worked out problems.
  • Ask students to explain what they have learned.
  • Check the response of all pupils.
  • Provide systematic feedback and correction.
  • Use more time to provide explanations.
  • Provide many examples. Use lots of worked examples to teach students new content or skills.
  • Gradually increase independent problem-solving as students become more proficient.
  • Re-teach material when necessary.
  • Prepare students for independent practice.
  • Monitor students when they begin independent practice.
  • Cut out inessential information.
  • Encourage students to imagine concepts and procedures that they have learnt.