Cornerstones Curriculum-coming September 22
Structure of Cornerstones
Curriculum 22 has four structural tiers. Each tier builds on the previous to create interconnected layers. These interconnected layers provide a robust framework that ensures connectivity across the curriculum. The tiers of the curriculum structure are shown below:
Tier 1: Big Ideas (global aims)
The curriculum is led by 10 central Big Ideas. These Big Ideas are the overarching aims of the curriculum. They were conceived by careful analysis of the national curriculum subjects, drawing out common themes, which then, through a period of refinement, became our Big Ideas.
Tier 2: Subjects (aspects and concepts)
In Curriculum 22, we use the terms ‘aspects’ and ‘concepts’. An aspect is a particular part or feature of a subject, and a concept is an abstract idea within a subject. In the curriculum structure, each Big Idea is directly connected to the curriculum subjects, which have the relevant aspects or concepts through which the Big Idea can be delivered. For example, in geography, the Big Idea of Humankind is connected to and delivered through the geographical aspects of Settlements and land use and Human features and landmarks. In history, the Big Idea of Humankind is connected to and delivered through the historical aspects and concepts of Everyday life, Hierarchy and power, and Civilisations.
Tier 3: Programmes of study (national curriculum coverage)
To ensure coverage of the national curriculum, each subject aspect or concept is then matched to the relevant programmes of study. Across the curriculum, there is full coverage of the programmes of study for art and design, design and technology, geography, history and science. The diagram below shows an example of how Tier 2 leads into Tier 3.
Tier 4: Progression framework (knowledge and skills statements)
In Tier 4, programmes of study, aspects and concepts are broken down into smaller component parts or ‘chunks’ to form a cohesive progression framework. The progression framework runs from Nursery to Year 6 and includes knowledge and skills that children need to know and be able to do in order to make progress through the curriculum.
Teachers may decide, at a lesson level, to adapt or refine the individual statements even further. A teacher may decide to do this to create a series of smaller stepping stones to support learning for individual children or groups of children. However, schools are not advised to do this for all statements. The progression framework is more than sufficient to set out the learning pathways for an ambitious, broad and balanced curriculum.