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Active Learning Approach

The Easton Royal approach is based on active learning.  This is the process whereby people are metacognitively, motivationally and behaviourally active participants in their own learning. This goes further than ensuring that lessons are active and engaging; it is about unlocking the learning process and teaching children how to self-regulate so that they love learning and are equipped with learning skills for life. 

Coverage & Progression

Our curriculum fully covers the requirements of the National Curriculum but also builds and extends on this.  Coverage is set out in knowledge and skills sections of our curriculum document. It is broken down into detailed objectives for each subject and these objectives progress for each year group so that next steps are easy to identify across the board.  Our Mathematics, English & Science curriculum maps are included at the bottom of this page.

Learning is broken down into 3 topics; one in each term of the academic year.  Each topic begins with a big question and ends with an event, usually involving children presenting their learning in an imaginative way to parents and the rest of the school community. In each year, children take part in a History-based and Geography-based topic and a topic focusing on the life and actions of an individual from who we can learn and be inspired by, usually with a social justice theme.

We map our topic to link as many relevant subjects as possible...

topic web china.tiff

Our curriculum subjects are grouped in line with EYFS.  They are taught as discrete subjects but they each link to the current topic in order to answer and unpick the big question from a number of different angles and perspectives.  Each area has a subject leader in school and a link governor who monitor standards and developments in each subject.

overview shot.tiff

We do not have a fixed cycle of themes or big questions for each year group.  We believe that the active learning ethos should run through every level of the school and, as learners themselves, it is important that teachers have the autonomy to imagine, invent and plan; this is critical if they are to model these skills to younger learners.  Teachers are expected to teach the knowledge and skills objectives for each year group and subject. They are also expected to record coverage and progression carefully but the context and theme can be their own.  This means that learning contexts are up to date, novel and engaging and teachers are constantly reflecting and updating their practice.

Curriculum Documents

Here you can download our curriculum maps for Mathematics, English and Science.  We are also trialing a more detailed parent version of the Maths curriculum that can support home learning.  If it is successful, we will produce documents in similar detail for English and Science.