School Logo

Great Missenden Church of England Combined School

An Academy of the Great Learners Trust

Translate
Search

Creative Curriculum

At Great Missenden CE Combined School our creative curriculum is inspired by Jonathan Lear's Guerrilla Education.

 

We believe that the purpose of education is to bring about goodness: human flourishing.

 

We believe that to do this, our curriculum should develop both propositional knowledge and procedural knowledge; it should encourage independence, curiosity and creativity; produce collaborators, innovators, leaders and, above all, it should help our children to understand what it means to be human.

 

 

 

Our curriculum is organised into three areas, ‘Discover’, ‘Explore’ and ‘Create’. Central to the curriculum are Core Skills that underpin everything we do:

Active Learning:

  • To seek out and enjoy challenges

  • To collaborate with others

  • To show commitment and perseverance

  • Assess themselves and others

 

Basic Skills:

  • To speak clearly and convey ideas confidently

  • To read and communicate ideas in writing efficiently and effectively.

  • To calculate efficiently and apply skills to solve problems

  • To use new technologies confidently and purposefully

 

Creative Thinking:

  • To ask questions to extend their thinking

  • To generate ideas and explore possibilities

  • To overcome barriers by trying out alternatives or new solutions

  • To connect ideas and experiences in inventive ways

 

Working across three terms allows us to explore areas of the curriculum in greater depth.

 

We believe that our children deserve inspirational learning opportunities.  Curriculum planning ensures that children are immersed in exciting projects with authentic outcomes.  They are challenged to work creatively whilst deepening their knowledge and understanding through highly engaging and enriching experiences.

 

  • Using a concept-based learning model, we begin by identifying the curriculum content to be covered.  We then identify key concepts that can be drawn out to allow different areas of the curriculum to be threaded together.  The concepts are then framed with an enquiry question that provides a starting point for the projects.  Throughout, children are encouraged to think deeply about their work, expand their horizons and take responsibility for their learning.         

 

  • All our projects are contextualised, culturally relevant and purposeful.  Children work towards authentic outcomes and engage with critical audiences.  Projects frequently involve the children dealing with complex issues, and, as a result, they develop an understanding of what is possible and a belief that they can make a difference.

 

  • We have exceptionally high expectations of learning and outcome.  Our curriculum is designed to allow children to engage in real world projects, which, when combined with the process of critique and redrafting, ensures that our children are instilled with the desire to produce beautiful work.

 

Projects use a combination of direct teaching, facilitated learning and guided discovery.  Children work alongside experts and professionals, take part in visits and residential trips and learn both indoors and out.  Our classroom environments are designed to encourage children to work collaboratively, flexibly and with high levels of independence. 

 

 

 

Top