Our Curriculum Intent
At Ebbsfleet Green, we believe that our children are entitled to an education that equips them with the knowledge, skills and values they need to embrace the opportunities and challenges they encounter in the wider world. Our intent is to prepare our children for lifelong learning, providing learning experiences which promote confident, self-motivated learners. Through our curriculum, we foster our children’s understanding of themselves and how them connect to the world, encouraging curiosity and a passion to learn; promote a ‘go-for-it’ attitude to learning so that our children enjoy embracing new challenges and possibilities, encouraging them to excel; enabling our children to develop their knowledge, understanding and skills as independent thinkers and questioners, fostering the foundations for lifelong learning; and deepen our children’s values, ensuring they take responsibility for themselves and their actions, are respectful and develop resilience.
Our curriculum is based on the National Curriculum for coverage and we have extended our offer past this through our entrepreneurial curriculum and Big Outcomes which develop children’s 6Cs (collaboration, communication, citizenship, character, critical thinking and creativity) and cultural capital.
At Ebbsfleet Green, we have an entrepreneurial curriculum which is thematic, core concepts focused, spiralised and contextualised and embodies what we know about cognition and memory. Children learn thematically supporting them in interweaving knowledge, elaborating and questioning, creating webs of knowledge and deepening learning. Learning is showcased in our learning environment and through our Big Outcomes.
Our curriculum is underpinned by language. For our children’s development across the whole curriculum - cognitively, socially and linguistically, they must be confident communicators. Our children’s back-and-forth interactions from an early age form the foundations for language and cognitive development. The number and quality of the interactions they have with their adults and peers throughout the day in a language-rich environment is crucial to their development, supporting them to become confident in using a rich range of vocabulary and language structures.
Spoken language underpins the development of our children’s reading and writing. By learning to justify ideas with reasons; ask questions to check understanding; develop vocabulary and build knowledge; negotiate; evaluate and build on the ideas of others; and select the appropriate register for effective communication, our children become fluent speakers, readers and writers. Our children are taught to give well-structured descriptions and explanations and to develop their understanding through speculating, hypothesising and exploring ideas. This enables them to clarify their thinking and organise their ideas.
Oracy is at the heart of our provision. Through talk, our children develop their thinking; their ideas become concrete. By giving opportunities to talk, we promote curiosity; they want to explore what might be happening, has happened or is going to happen and discuss what they think. By having their voices heard, our children become confident: they recognise that their individual ideas matter and that they can be respectfully challenged and affirmed.
High-quality listening is fundamental; our children are listeners and they are also listened to. By listening to others’ ideas, our children expand their own knowledge and understanding whilst recognising the importance of our school values. Professional listening is ingrained in our practice: when our children talk, they are listened to; their ideas are expanded on, probed and challenged as we engage in creating cognitively challenging dialogue. Our children hear high-quality texts being read aloud which exposes them to language and terminology that they are not likely to encounter in everyday life. Reading high-quality texts aloud opens up new knowledge and vocabulary for our children.
Following A Theme
Our thematic curriculum enables links between subjects supporting webs of knowledge so that our children can make sense of their learning. This supports interweaving between subjects and elaboration. Elaboration aids memory and retrieval. Our children may freely recall one aspect of knowledge that they can elaborate upon to trigger other aspects of learning, giving purpose and meaning to their learning.
The thematic approach leads to ‘sticky’ knowledge. The theme supports a layer of knowledge which engages our children through guided discovery and enables to make connections that will be remembered. The more knowledge we have, the more we can make sense of and are open to. This is due to a growing web of knowledge which helps us make sense of the world around us through making logical links and critical thinking. The thematic approach allows for greater coverage; it gives a purpose to learning which allows the transference and elaboration of knowledge.
- Curriculum Map for Cherry Tree Class and Hazel Tree Class
- Elder Tree Class Curriculum Map 21 22
- Willow Tree Class Curriculum Map 21 22