The Concentric Curriculum

The Product Explained...

               What do I teach? (INTENT)

Individual core and foundation Subject Overviews encompass all of the National Curriculum objectives in a clear, cohesive and user-friendly way.

In foundation subjects, all objectives for a subject area (eg The Concentric Historian) can be found on one page. In addition, each subject is divided into key strands; for example, History compromises four sections: Historical Concepts, Stories & Sources, Historical Vocabulary and Historical Questions. This equips leaders and staff to see, at a glance, all expectations across KS1 and KS2 in all foundation subjects.

In a similar way, core subjects are divided into key strands. For example, The Concentric Writer is divided into five sections: Transcription, Grammar & Punctuation, Language & Vocabulary, Text Structure & Features, and Plan, Draft & Edit. This design aspect allows for cohesion and clarity around pitch and expectation.

The Key Stage Overviews provide all foundation subject objectives on one page. These objectives are then standardised per year group and presented on the Year Group Overviews. This ensures that learning is correctly sequenced, pitch is appropriate and objectives are revisited and embedded a number of times both within and across key stages.

To further ensure that leaders and teachers understand the expectations of each strand of a subject and subsequently deliver appropriate learning opportunities, Subject Sequence documents show the progression and sequence of knowledge, skills and understanding through each key strand from Y1-Y6.

The aforementioned materials provide a fully comprehensive overview of what is to be taught over the primary experience from Y1-Y6 and when.

 

             How is learning delivered? (IMPLEMENTATION & IMPACT)

Once schools have invested in The Concentric Curriculum design, they then have three implementation opportunities from which to select:

  • subject-specific mini-missions, mapped across an academic year, that encompass a small number of curriculum areas over two to four weeks;

  • connected, thematic approach, mapped across an academic year, which includes a broader range of curriculum areas over approximately six weeks;

  • toolkit to support leaders in the mapping of their bespoke, context-specific curriculum.

 

Subject-specific Curriculum

Mini-missions combine a small number of subject areas and provide an engaging context for all learning. English is at the heart of the model and writing is woven through every mini-mission. The Whole School Curriculum Map and Prior Knowledge Curriculum Maps reflect the broad and balanced curriculum offer and evidence how deliberate, sequential learning has been planned for across the whole school.

Each mini-mission lasts between 2-4 weeks to ensure coverage is broad and balanced across the year. The Mini-Mission Curriculum Maps detail the mini-missions for individual year groups, clarifying the subject areas covered and suggesting opportunities for writing. Every foundation subject is revisited 2-3 times over the course of the year to ensure depth of understanding.

The Synopses provide further clarification about each mini-mission, detailing which objectives are to be covered. All objectives are revisited multiple times within and across key stages, ensuring that the learning sequence is correct and that children are always building on previous knowledge and understanding.

The Knowledge and Vocabulary materials provide staff with direction around what children should know and understand by the end of any given mini-mission. In addition, key vocabulary is provided to ensure that children are exposed to a language-rich environment and that they develop a strong grasp of subject-specific vocabulary.

Subject Leader Overviews and Statements of Intent ensure that curriculum leaders are provided with clarity around not only the content to be covered across the primary experience, but also the sequence of delivery. These documents capture the deliberate process of thinking that takes place before mapping a curriculum.

The Bank of Additional Synopses provide extra information around potential further learning opportunities. This enables schools to be flexible with their curriculum mapping and delivery, whilst taking their school context and their pupils needs into account. 

The Wider Curriculum Assessment document measures the impact of curriculum implementation. Accurate assessment information can be gathered quickly to best inform planning, CPD and leadership priority. It analyses attainment and progress for all pupils and key groups.

The Planning and Feedback materials provide structure for staff to plan and assess learning. The planning document is fully comprehensive so reduces workload for teachers. Subject-specific feedback stickers are a tool for staff to provide targeted, incisive feedback to pupils, negating the need for lengthy feedback and marking

An External Moderation Readiness Guide provides leaders with support on ‘deep dive’ methodologies. Exemplar questions and suggested responses prepare leaders for any moderation of their curriculum.

 

Connected Curriculum

Under a connected curriculum approach, schools are provided with themes that encompass a larger number of curriculum areas and that last for approximately half a term. The Whole School Curriculum Map and Prior Knowledge Curriculum Maps reflect the broad and balanced curriculum offer and evidence how deliberate, sequential learning has been planned for across the whole school.

 

The Thematic Curriculum Maps provide detail for individual year groups, clarifying the subject areas covered and suggesting opportunities for writing and reading. This design ensures a broad and balanced curriculum over the course of an academic year.

The Synopses provide further clarification about each theme, detailing which objectives are to be covered. All objectives are revisited multiple times within and across key stages, ensuring that the learning sequence is correct and that children are always building on previous knowledge and understanding.

The Knowledge and Vocabulary materials provide staff with direction around what children should know and understand by the end of any given theme. In addition, key vocabulary is provided to ensure that children are exposed to a language-rich environment and that they develop a strong grasp of subject-specific vocabulary.

The Book List appendix ensures that teachers have a wealth of high-quality, age-appropriate texts to select from. Thoughtful selection by teachers encourages a love of books and reading and ensures that learning is well supported across the curriculum.

Subject Leader Overviews and Statements of Intent ensure that curriculum leaders are provided with clarity around not only the content to be covered across the primary experience, but also the sequence of delivery. These documents capture the deliberate process of thinking that takes place before mapping a curriculum.

The Bank of Additional Synopses provide extra information around potential further learning opportunities. This enables schools to be flexible with their curriculum mapping and delivery, whilst taking their school context and their pupils needs into account. 

The Planning and Feedback materials provide structure for staff to plan and assess learning. The planning document is fully comprehensive so reduces workload for teachers. Subject-specific feedback stickers are a tool for staff to provide targeted, incisive feedback to pupils, negating the need for lengthy feedback and marking.

The Wider Curriculum Assessment documents measure the impact of curriculum implementation. Accurate assessment information can be gathered quickly to best inform planning, CPD and leadership priority. They analyse attainment and progress for all pupils and key groups.

An External Moderation Readiness Guide provides leaders with support on ‘deep dive’ methodologies. Exemplar questions and suggested responses prepare leaders for any moderation of their curriculum.

 

Curriculum Toolkit

Many schools choose to use The Concentric Curriculum to create their own bespoke, context-specific curriculum model. Using the core materials as a guide, leaders and teachers take ownership of the design process, making the appropriate key decisions based on their individual school. This process is supported by some key documents.

Subject Leader Overviews and Statements of Intent ensure that curriculum leaders are provided with clarity around not only the content to be covered across the primary experience, but also the sequence of delivery. These documents capture the deliberate process of thinking that takes place before mapping a curriculum.

Curriculum Coverage Grids provide an audit-based approach so that leaders can ensure, when mapping their curriculum, that all objectives in all subjects in all year groups are covered and revisited over the course of an academic year. This document underpins medium- and long-term curriculum planning.

The Wider Curriculum Assessment documents measure the impact of curriculum implementation. Accurate assessment information can be gathered quickly to best inform planning, CPD and leadership priority. They analyse attainment and progress for all pupils and key groups.

An External Moderation Readiness Guide provides leaders with support on ‘deep dive’ methodologies. Exemplar questions and suggested responses prepare leaders for any moderation of their curriculum.