Skip to content ↓

Curriculum Intent

At Gorefield our approach to the curriculum has been influenced by the work of Mary Myatt, David Didau, Martin Robinson, David Crystal, Daniel Willingham, Mark Enser and Claire Sealey. 

At Gorefield we use a knowledge-based structure to our curriculum. This is based on the fact that all learning is based on the knowledge of key facts. Skill based curriculum still require knowledge to be taught before skills can be developed. Skill are focused upon after children are secure in the knowledge sequenced in our curriculum plans. This means that the working memory is not overloaded and is free to develop and explore.

To achieve this, we follow the Chris Quigley Essential Curriculum which organises the National Curriculum into essential knowledge to which children have a changing relationship from year 1 to year 6. More details on this can be found here. We then organise key knowledge into a progression from Year 1 to 6 in key areas for different subjects.  

We believe that the subject is the motivation for the children. We aim for children to have a memory of the knowledge they have learnt rather than memories of experiences. These can confuse the child and overload the working memory.  

We fiercely believe that our curriculum and teaching approaches should provide equity of opportunity for all.  All staff within the school are committed to ensuring such equality and as such, are working tirelessly to develop a consistent approach to teaching.   

To complement our curriculum approach we use to track children’s learning. This is acutely matched to the Essential Curriculum for all subjects. This is separated into 3 milestones and based upon the Essentials for each subject. Further information can be found here.