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Enfield Learning Trust
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Delta Curriculum

Intent

We aim to provide pupils with an engaging and empowering curriculum that equips them for today and tomorrow, building on their natural curiosity and entitlement to new experiences and knowledge.

We view the curriculum as the totality of every planned and unplanned experience that pupils encounter within our school. It informs every aspect of our practice and culture from academic content to the personal development of characteristics and virtues. 

Our curriculum aims to improve the life chances of all children by ensuring each child becomes: 

  • A successful learner, who enjoys learning, makes good progress and achieves well.
  • A confident individual, able to live a safe, healthy and fulfilling life. 
  • A responsible citizen, able to make a positive contribution to society. 

Our high academic ambition for all pupils is delivered through a broad and carefully planned and sequenced curriculum, ensuring new knowledge and skills build on what has been taught before and towards clearly defined end points. 

Drawing from a range of evidence-based sources, each subject places ‘Powerful Knowledge’, knowledge that takes students beyond their own experiences, at its heart. The knowledge in our curriculum is carefully chosen, sequenced in a meaningful way that enables children to progress incrementally and is highly specialised. It includes important concepts such as fairness, justice, liberty, identity and power, weaved through a diverse range of contexts, in both place and time, building examples that children can draw upon as their understanding grows.

 

The curriculum also extends beyond the academic as we support pupils' personal and social developmentthrough our Delta values of respect, responsibility, resilience and collaboration. We actively support the development of character, personal, social and health education, spiritual and cultural awareness, including understanding and empathy for issues and events in the local, national and international community. We put a strong emphasis on pupil voice to encourage independent and engaged learners, promoted in lessons, the Delta Parliament and the development of young leadership skills. We ensure all pupils have access to a wide range of cultural experiences, including "live" music and dance performances, visits to the theatre, museums and galleries and places of worship

Our curriculum intentions are best summed up in our driversValues; Oracy; Inclusion; Community; Engagement - V-O-I-C-E.

 Implementation

     Our curriculum is divided into subjects, recognising the identity of the disciplines we study,           fostering a love for subject content that will flourish as children move through the curriculum.         Links are made across subjects where possible and appropriate, to support engagement,                 retention and relevance in learning. Our curriculum nurtures the minds of children who will be       taught to think often and deeply. Pupils are taught meaningful content that builds on their           prior knowledge. Drawing on research-based cognitive science, there are carefully planned             opportunities to recall and revisit vital prior knowledge and to strengthen retrieval from lesson       to lesson, unit to unit and year to year. The knowledge base encourages children to infer,                 question, interpret, analyse, argue and reason. Most importantly, the curriculum provides               children with the tools they need to participate in their own education that will continue for a         lifetime.

    Impact 

    Day to day  

   Assessment of the acquisition of knowledge, skills and understandings is conducted through           a variety of approaches:

  • Short quizzes at the beginning and end of a unit of work.
  • Questioning
  • Observation
  • Book looks
  • Pupil discussion 

 End of term

 Core subjects: Standards in reading and maths are assessed by teacher assessments,   informed by  externally produced tests. Writing standards are based on a summative evaluation   of pupils’ work over the term. 

 Foundation subjects: In addition to cold/hot informal tasks at the beginning of each   unit/lesson, standards are formally teacher assessed at the end of each academic year, based   on a pupils’ performance over three terms.