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End Points

End Points at SVP

In our Expeditionary Curriculum, our Project Narratives are planned with Key Learning Targets which are project End Points, as well as being backwards planned using Case Studies which sequentially build relatable knowledge and skills towards our end points. This process links coherently back to our Curriculum Design Principles and our Core Practices as a school.

EXAMPLE:

Expeditionary Project Narrative

‘Where is home?’

In Summer Term, the Year 2 Crew Project will be ‘How Important is Home?’

We will have to answer the essential question:

EQ: How Important is a Home?

The Key Learning Targets for this project are:

  • I can explain which habitats are best suited to which animals
  • I can demonstrate what a lifecycle is using examples
  • I can define what a mini beast is and give examples
  • I can define and give examples of what a microhabitat is
  • I can explain why pollinators are important
  • I can increase biodiversity by designing a bug house
  • I can identify a range of wildflowers by using a key

Case Study 2:

In case study 2, we look at animal habitats. This builds on from work in our previous project, however in this project we focus specifically on mini beasts and microhabitats. Children look at a range of microhabitats, identifying the specific qualities, characteristics and attributes of each. They will need to define what a microhabitat is, giving examples from their findings. Children will be able to conclude that a microhabitat is a habitat which is small and which differs in character from some surrounding more extensive habitat. Examples could be; under logs, in long grass and in cracks or holes.

In defining our End Points, we have considered the following questions:

  1. Have we identified the right end-points? 
  2. Is it clear what “end-points” we are building towards as a school and in each subject discipline and the Expeditionary Projects that we teach?
  3. Is it clear what our children need to know and be able to do at each phase in order to reach those end-points?
  4. Will the end-points we set all our children fully prepare them for the next step of their education and wider lives?
  5. Do we make explicit links between related end-points within and across subject disciplines?
  6. As well as subject-specific knowledge and skills, do we also identify the oracy, metacognition, research and study skills – that our children need in order to succeed?
  7. Are knowledge and skills explicitly taught and do children put their knowledge and skills to work?

We have also sequenced the procedural knowledge required in each subject that will support learning in the next phases of the curriculum, however, these are new and will be reviewed throughout the next academic year 2022/2023.

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