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Challenge Curriculum



The Herstmonceux Challenge Curriculum

•We have an expectation that all pupils can and will achieve.

•The large majority of pupils progress through the curriculum content at the same pace at least at the age related expectations of the National Curriculum. 

•Children are enabled to make better than expected progress and are given opportunities to grow. They develop good learning attitudes and independence.

•Differentiation emphasises deep knowledge and individual support/intervention. Intervention – within and outside of lessons – is likely to be focused on ensuring pupils are helped to keep up by revisiting concepts or essential prior learning, plugging gaps, or providing additional consolidation.

•Teaching is underpinned by methodical curriculum design, with units of work that focus in depth on key topics. Lessons and resources are crafted carefully to foster deep conceptual and procedural knowledge.

•Practice and consolidation play a central role. Well-designed variation builds fluency and understanding of underlying concepts in tandem.

•Teachers use precise questioning to check conceptual and procedural knowledge. They assess in lessons to identify who requires intervention so that all pupils keep up.

•At a mastery level children set their own questions for each other and are able to apply these skills widely asking and answering questions such as. ‘What happens if..?’ or exploring similarities and differences.