At Christ the King we provide a knowledge-rich education which meets the requires of the National Curriculum
Our curriculum is broad, balanced, inspiring and academically rigorous for all our learners. It is designed with knowledge at its heart, ensuring that children develop their understanding of the world around them, acquire an aspirational vocabulary and develop creative skills. We want our children to know and remember more, and our teachers promote life-long learning which encourages them to link their understanding across topics and disciplines.
We designed our curriculum to take account of current research around how children learn and draw on principles of cognitive science to ensure that knowledge and skills are committed to long-term memory. Our children know to ‘use it or lose it’: knowledge and skills must be practiced and applied in order to be remembered.
Knowledge organisers are provided for each unit of work taught. These provide a helpful reference tool for children during lessons, but they are also sent home so families and carers can support their children through conversation and quizzing. For more information about knowledge organisers, please click here.
Substantive and disciplinary knowledge
Substantive knowledge is ‘the what’ – the core facts, concepts, theories, and established content of a subject (like laws of physics or historical dates). Disciplinary knowledge is ‘the how’ – the understanding of the methods, practices, and ways of thinking used by experts in that field (like how scientists conduct experiments or how historians analyse historical evidence).
Our curriculum is designed so children have progressive substantive knowledge that builds on previous learning and experience. This knowledge is clearly mapped on our plans so objectives in each lesson and in each unit of work are clear.
Children at CtK learn what it is to be a historian, a scientist, a geographer, an artist, a musician etc. They understand what the disciplinary knowledge is that is needed to succeed in these areas and lesson activities are designed to allow children chance to progressively practice and develop these skills.
For most of our subjects, Subject Leads, alongside the Curriculum Leads and subject networks, have created a bespoke curriculum which draws on the interests, cultures and ethos of our own school community.
Our subject leaders are always seeking to find out how the latest research affects their subject areas. Please find a list of our the subject associations and resources here.
How our curriculum is organised
We use a blocked curriculum to timetable Science and the foundation subjects into weekly or fortnightly blocks. Teaching subjects in blocks rather than weekly has the following advantages;
- Children do not have to quickly swap between different subjects and are allowed to immerse themselves in a subject in order to improve their understanding.
- Staff are able to address misconceptions quickly (normally the next days) rather than waiting until the next week).
- Children can more easily link their knowledge and build a schema of understanding as there is less time between lessons to forget what they have previously learned.
- Learning time is maximised as there are fewer or no transitions during afternoon school.
- Staff are able to make stronger assessment judgements as teachers can focus on a pupil’s progress in one curriculum area at a given time.
- Improvement on staff work-load and well-being as they can focus on fewer subjects in more detail, creating high quality learning experiences for our pupils
Which subjects are taught on a weekly basis and which are taught in blocks?
Science, History, Geography, Design and Technology, Music, Art and Computing all form the subjects taught in the blocked curriculum. Some of our subjects are not taught as blocks due to them being provided on a weekly basis. These subjects are PE (including swimming), Classics (KS2), Maths, English, Phonics, Guided Reading, spelling, and RE.
How are SEND learners supported in our curriculum?
We have ensured that our curriculum reflects requirements for inclusion and equality as set out in the Special Educational Needs and Disability Code of Practice 2014 and Equality Act 2010, and refers to curriculum-related expectations of governing boards set out in the Department for Education’s Governance Handbook.
Further information on how we achieve this can be found in our statement of equality information and objectives, and in our SEND policy and information report.
How does a blocked curriculum support Special Educational Needs and Disability (SEND) learners?
The immersive blocked curriculum reduces cognitive overload for our SEND learners as one curriculum area becomes the focus for the week or fortnight. If any of these learners are taking part in an intervention, the teachers carefully adjust their timetables so that key learning is not missed.
How do we support pupils who do not have secure knowledge in place?
- Additional support within school will be provided to these children, designed to aid the practise of the learnt knowledge.
- Support is provided at home with Knowledge Organisers sent out the week prior to the subject being taught.
- Additional recall checker to ensure children have embedded knowledge.
If you would like any further information about our school curriculum, please contact our Curriculum Lead, Roisin Knight.
