Curriculum

Our whole school ethos of placing the child at the centre of all that we do, valuing each child and supporting their social and emotional development, and our core responsibilities to our children of reducing learning barriers, strengthening knowledge and building self-esteem, confidence and resilience form the foundation for our broad and balanced curriculum.

Our department aims to develop the transition to Endeavour, building on the firm foundations built in Establish, providing continuity and progression in the provision for our children and continuing the practical approach to learning which is found in our KS1 department. Our classes provide busy and purposeful environments which use child-initiated activities to consolidate and extend learning, whilst building up children’s independent learning skills and focusing on the personal and social developmental needs.

As a team we recognise the importance of early childhood development and understand that many of our children have not had the opportunities to develop in the Prime Areas identified in the EYFS curriculum: Personal, Social and Emotional development; Communication and Language; Physical Development.

Our curriculum is based on a foundation of building skills in the EYFS Prime areas and raising attainment in core subjects by providing personalised activities delivered in a carousel to maximise learning time and ensure progress. We introduce children to National Curriculum foundation subjects, when they are ready for these, using meaningful cross curricular topics which engage and enthuse children, promoting a love of learning within them.

Children who follow the Endeavour Pathway have a variety of needs. These may include Speech and Language Difficulties, Moderate Learning Difficulties and Global Developmental Delay. This is ever changing, and we aim to ensure that we provide an education which is flexible so that we are in the best position to meet the needs of the children who are in the department. This is complicated by a variety of co-existing conditions, challenges, and additional needs within each of the following areas: Speech, Language and Communication; Social, Emotional and Mental Health; Cognition and Learning; Sensory and Physical. The individual needs of our children, not only their primary need, but also their various starting points, barriers and experiences are what shape our curriculum and the way that we deliver it to our children. These needs can mean that children take longer to reach certain development milestones than other children their age. This might include learning to walk or talk, movement skills, learning and interacting with others socially and emotionally. This does not mean that they are unable to reach certain levels of development but means that we, as adults, need to teach in a way that is accessible to them in order them to achieve their full potential. We have extremely high expectations for all of our children and recognise that due to their differing needs we need to ensure that our teaching and learning approach is one that allows them to learn effectively.

Staff link learning experiences closely to a child’s EHCP targets and use these to supplement the learning which is dictated by the National Curriculum. We feel that it is important to remember that every child is unique and will learn and develop at their own pace. Our high expectations for children are based on individual starting points and the variety of needs across the department.

 

Endeavour Curriculum Model

We have developed a 4 year cycle which covers the skills and knowledge expected during KS2. The curriculum is taught using a thematic approach which allows children to revisit skills and knowledge in a cyclical manner in order to cement learning and apply it in a variety of ways. We ensure that we provide a broad and balanced, yet flexible and adaptable curriculum to inform personalised learning for children. The topics that we teach have been chosen to engage children in their learning and develop skills in a meaningful context. As well as using a thematic approach to teaching and learning of the foundation subjects we also teach certain subjects discretely in order to ensure that children’s literacy and mathematical skills are given a strong focus across the department and the progress that children make in these areas.

 

Long Term Plan	Autumn 1	Autumn 2	Spring 1	Spring 2	Summer 1	Summer 2
Year A	All about me	Frozen Planet	Once upon a time?	Where’s My Mummy?	Planes, trains and automobiles	Under the sea
Year B	Street Detectives	Romans	Dungeons and Dragons	Cosmic crusades	What in the world?	Into the woods
Year C	All kinds of people	A field of poppies	Gods and Mortals	Rocks, relics and rumbles	From farm to fork	Save the day!
Year D	Once there were giants	Terrible Lizards	How to wash a woolly mammoth?	Ebb and Flow	Vikings	Rainforests