The Educational Model principles include:

1) The use of specialist teachers from reception for Music and MFL lessons covering the main classroom teachers’ PPA time.   From year 4 to 6, specialist teaching will deliver all the English, Maths, Science lessons.  Specialist teachers from the secondary/primary school will be timetabled across both the schools to deliver the relevant lessons;

2) The development of a tried and tested, effective curriculum model based on Classical Education and supported by the principles of Mastery and Core knowledge sequencing. This Classical model is based on delivering the curriculum from three perspectives, what the Romans called The Trivium:

  • Grammar (basic knowledge and vocabulary for KS1: chanting, learning number facts, vocabulary, idioms and key concepts – Core Knowledge sequencing)
  • Logic (critical thinking and analysis for KS2 and 3, learning to wonder why and breaking down complex concepts – introduction of Philosophy for Children and the use of the Asian Mathematical Mastery based on concrete, visual and abstract analysis)
  • Rhetoric (Oracy or the art of the spoken language through - presentations and verbal contributions which will be part of every lesson with children reading aloud, recalling key words, memorising idioms and so on).  The acquisition of vocabulary will be at the centre of their learning

3) Oracy will enable children to succeed because students who have mastered language, that is mastery of grammar and vocabulary, logical reasoning, and persuasive, eloquent speaking and writing, have the requisite tools necessary to study and master any subject they choose, increasing their chances of success in secondary education and beyond.  We aim to be the local Oracy, Speech and Language Hub where a speech specialist will be based which other local schools could access;

4) Specialist teaching in key areas will deliver our more academically focused curriculum, introducing both challenge and strong support and differentiation for those children unable to access the more challenging areas of the curriculum model.  This is in line with the Singapore Mathematics model and Core Knowledge principles which ties with the principles of the Classical educational model based on concept acquisition (Grammar stage);

5) All classes will have Teaching Assistants to provide for the children experiencing difficulties accessing the learning by delivering exceptional SEND provision thereby ensuring all children make good progress;

6) The use of a tutor/class teachers for years 5 and 6.  Tutors/class teachers will lead the children’s day and will offer a common thread to their day.  They will register and oversee the pupils’ academic and personal development as well as deliver their Love for Reading session every morning and all their afternoon lessons;

7) An applied interpretation of subjects such as mathematics and science through the use of robotics and experiments, in line with the concrete element of the Singapore mastery method;

8) Embedded 11+ support in lessons and through the children’s Home Working plan;

9) Children from the free school who are unable to access The Crypt School will possess the building blocks necessary to achieve great outcomes when joining other secondary schools as they will have the toolkit to access learning effectively.  The Crypt Primary school will have a transition programme in place for these students. 

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