At Springwest Academy, we provide an ambitious, knowledge rich curriculum for all of our students, regardless of start point, in order to promote social justice. All of our students are entitled to acquire the “powerful knowledge” that will enable them to move beyond their everyday experiences and ultimately be successful members of society.
Subject-specific knowledge and skills, guided by the National Curriculum Framework, are at the heart of our curricula. These are delivered sequentially; building on prior learning and promoting progression to help students to develop breadth and depth of knowledge.
To narrow the attainment gap and support successful learning, both now and in the future, our curriculum focuses on the following three pillars:
To widen vocabulary, increase knowledge and improve literacy, students are presented with a range of texts and benefit from dedicated focused reading time.
To improve verbal communication, deepen understanding and facilitate the application of new knowledge, students are encouraged to collaborate, discuss and debate.
To improve social mobility, students are exposed to a range of knowledge and experiences which broaden their horizons and increase ambition.
It is expected that:
- All lessons will begin with a relevant ‘Do Now Activity’ (DNA). This should be largely retrieval.
- At Springwest we define learning as ‘Understanding + Memory’, therefore lessons focus on developing understanding of “powerful knowledge” and strategies are used to ensure that learning is committed to long term memory.
- As the emphasis is on knowledge and subject specific skills, students should practise recalling and applying facts, vocabulary, key concepts and key debates.
The following assessments will be used to see whether pupils have learnt and can apply subject-specific knowledge and skills and to ensure that their depth and breadth of subject-specific knowledge is progressing over time.
It is expected that:
- All students complete short, regular, knowledge recall tests known as Mastery Quizzes every 3-4 lessons.
- A drafting process takes place through each unit of work with students receiving formative feedback to support in the creation of a model, or ‘best’ piece of work.
- Students undertake summative assessments, known as Progress Checks, on at least 3 occasions in the academic year.