The learning sequence in science is set out progressively so that children consistently build on their prior knowledge. For example, the progression of learning about the human body, plants, animals and materials is easily identified.
Where appropriate, the substantive knowledge and disciplinary knowledge elements the children will learn are set out on a year-by-year basis. The substantive knowledge to be gained is set out as the key knowledge for each unit. The focus on disciplinary knowledge enables children to think, speak and write like historians, geographers, scientists, technologists, artists, etc.
In each subject, we at Arnesby follow the ‘composite and component’ model, which links to the latest research from the Education Endowment Foundation (EEF). Each unit starts with an overarching question (composite), which is then broken down into components to make the learning manageable. The curriculum design ensures that these components are sequenced appropriately to maximise the impact on long-term retention.
We follow a systematic study of the theory and practice that takes full account of the Rosenshine Principles. The ‘link it, learn it, check it, show it, know it (make it stick)’ system is used throughout. In this way, the curriculum is highly focused on children’s prior knowledge and ensures enough time is built in for children to retrieve information beyond the point of learning
The ‘know it’ stage of the method encourages children to revisit learning after they have finished the unit. The retrieval can be later in the same academic year or later in the key stage. Progression maps, which are at the heart of the curriculum are used to check to see if children have the knowledge expected after the learning sequence. This is for substantive and disciplinary knowledge.