As a teacher in The Olympus Academy Trust, you can be assured that our wider curriculum model covers all aspects of a broad and balanced curriculum that will develop well-rounded learners. It concentrates on the axis where the curriculum and pedagogy meet, making an exciting and innovative way to look at not only what we teach but also how we teach our primary curriculum. At Olympus we believe that these 6 elements are at the heart of an excellent primary experience. Teachers will be expected to understand, develop and deliver on each of these 6 areas;
1. Learning environment
2. The English and Maths learning sequence
3. Metacognition and self-regulation
4. Our curious curriculum
5. Our emotionally literate curriculum
6. High aspirations and the importance of feedback and assessment
• We will set high expectations and provide opportunities for all learners to achieve, responding to any learning needs.
• We will offer learning experiences and environments that inspire learners to question the world around them, develop their ideas and grow as lifelong learners.
• We commit to providing consistently high quality education based on current academic research and pedagogical principles.
• Through a holistic approach we will ensure the development of our learners’ physical, social and emotional well-being. This will support their resilience and future life chances.
• We will develop local/ national and global knowledge and understanding by providing enriching experiences, developing global citizenship, celebrating diversity and
creating cultural capital.
• We will be proactive in removing barriers to learning through; early identification, effective intervention improvement through partnership and raising aspirations.
• We will provide a rich multi-sensory environment: that promotes, celebrates and provokes learning and reflects the importance of aesthetics and beauty.
Our Curious Curriculum
The Olympus Academy Trust Curious Curriculum was designed in conjunction with representatives from all of the Schools in the Academy Trust. The group was facilitated by Professor Mick Waters and was part of a two-year project with particular emphasis on the importance of consistency in the journey for learners between years 5-8.
Olympus believes that a learner’s experience in school should ensure not only the knowledge needed to access academic success, but also the careful development and progression of skills in discrete subject areas. The Olympus Curious Curriculum embeds a concept driven approach that incorporates both knowledge and skills in an enquiry-led thematic curriculum that is embedded in application and context. A great curriculum will be rooted in its own locality and context and will meet the needs of its own learners, whilst exposing them to the national and global requirements and expectations.
Our curious curriculum has been carefully designed to engage learners as active participants in their learning journey. We believe that learners are at their most successful when their imagination is stimulated, their curiosity is heightened and their learning makes links to their lives and the wider world. Our curious curriculum is a framework that develops creativity, critical thinking and discovery whilst ensuring a clear focus on the intellectual concept that is being taught and the knowledge needed to understand said concept. In teaching our curious curriculum, teachers will need to draw upon a wide repertoire of teaching styles. It will be essential that teachers understand the best way for learners to acquire certain aspects of the curriculum. Whilst teaching our thematic enquiry-led curriculum, we expect teachers to use an appropriate range and combination of:
This is where the curriculum and pedagogy meet and appropriate teaching styles are crucial for learners to truly acquire new learning and embed this into their long-term memory. Our curious curriculum therefore places immense importance on the many elements that are essential for learners to create a schema and new learning to grow into rich knowledge that can be retrieved, applied, analysed and reflected upon.
An Olympus theme consists of:
• An Intellectual Concept :
- What do I want learners to understand?
• Knowledge Box :
- What do I want them to know?
- What are the key pieces of information that a learner must have in order to understand the intellectual concept?
- What vocabulary will they need to know in order to understand this theme and intellectual concept?
• Box of Entitlements :
- What will every learner experience?
- What do I need to offer and provide within this theme in order to ensure equity for my learners?
• Enquiry Questions :
- What do I want them to wonder about?
- What are the bigger philosophical questions and ideas that they need to start to think about?
- How will they make links and connect other pieces of learning that they have acquired?
• Polished Products :
- What skills will the learners create/make/design?
- What do they need to get better at in order to use/create/apply the knowledge that they have acquired?
• Local to Global :
- What is the relevance to the learner and the wider world?
- How will this relate to their local context and the wider world around them and how will this prepare them for future life chances?
All pupils follow the R.E. syllabus. Lessons in R.E. include the study of a variety of faiths, handling artefacts and visits to places of worship. Parents have the right to withdraw their child(ren) from school assemblies if they wish.