This 13 page History curriculum is focused on implementing a ‘Stage not Age’ approach, where academic progression is based on a child’s individual stage of development, rather than their age. The curriculum plan provides a hierarchical focus for continuous provision, diversifying outcomes and allowing children to develop new skills and concepts independently. The document also provides tools for monitoring progress and planning next steps for children engaging in subject-specific study. When developing this plan, I was challenged with mapping a curriculum that delivered the same subject topic to children at different stages of academic study. Therefore, I developed this framework by stretching out national curriculum aims for History. In following the aims, I have, like many others, created a skills/disciplinary knowledge curriculum for teachers. Here, the aim is broken into concepts within the subject, for example ‘I can build a chronological narrative - Understand the concept of time’. Then, objectives were developed within this focus, relating to the child’s understanding of the topic. Now, teachers can choose what to teach as part of their knowledge: this may involve the statutory requirements for history or non-statutory requirements depending on what fits best with inside their continuous provision or cross-curricular learning.

This 35 page science curriculum is focused on implementing a ‘Stage not Age’ approach, where academic progression is based on a child’s individual stage of development, rather than their age. The curriculum plan provides a hierarchical focus for continuous provision, diversifying outcomes and allowing children to develop new skills and concepts independently. The document also provides tools for monitoring progress and planning next steps for children engaging in subject-specific study. When developing this plan, I was challenged with mapping a curriculum that delivered the same subject topic to children at different stages of academic study. Therefore, I developed this framework by stretching out national curriculum subjects and standards into concepts within the subject, such as ‘Science – Plants – Plant structure and function’. Then, for example, objectives were developed within this focus, relating to understanding the different parts of a plant, their functions, and how they work together. The plan also covers topics such as plant cells, tissues, and organs, photosynthesis, and respiration in the end phase.

This curriculum is focused on implementing a ‘Stage not Age’ approach, where academic progression is based on a child’s individual stage of development, rather than their age. The curriculum plan provides a hierarchical focus for continuous provision, diversifying outcomes and allowing children to develop new skills and concepts independently. The document also provides tools for monitoring progress and planning next steps for children engaging in subject-specific study. When developing this plan, I was challenged with mapping a curriculum that delivered the same subject topic to children at different stages of academic study. Therefore, I developed this framework by stretching out national curriculum subjects and standards into concepts within the subject, such as ‘Science – Plants – Plant structure and function’. Then, for example, objectives were developed within this focus, relating to understanding the different parts of a plant, their functions, and how they work together. The plan also covers topics such as plant cells, tissues, and organs, photosynthesis, and respiration in the end phase.

This curriculum is focused on implementing a ‘Stage not Age’ approach, where academic progression is based on a child’s individual stage of development, rather than their age. The curriculum plan provides a hierarchical focus for continuous provision, diversifying outcomes and allowing children to develop new skills and concepts independently. The document also provides tools for monitoring progress and planning next steps for children engaging in subject-specific study. When developing this plan, I was challenged with mapping a curriculum that delivered the same subject topic to children at different stages of academic study. Therefore, I developed this framework by stretching out national curriculum aims for History. In following the aims, I have, like many others, created a skills/disciplinary knowledge curriculum for teachers. Here, the aim is broken into concepts within the subject, for example ‘I can build a chronological narrative - Understand the concept of time’. Then, objectives were developed within this focus, relating to the child’s understanding of the topic. Now, teachers can choose what to teach as part of their knowledge: this may involve the statutory requirements for history or non-statutory requirements depending on what fits best with inside their continuous provision or cross-curricular learning.