The Infinity Baccalaureate

The Infinity Curriculum aims to be innovative and pioneering in design, in order to fulfill our aims and ambitions for students and the ever widening school community. To bring our curriculum together and to enable learners to understand a route of progression from Year 7 to Year 11 we are creating the Infinity Baccalaureate. 

Infinity School will offer a curriculum, developed with University College London, which is authentic and immersive, enabling students to participate in cross-subject enquiries which provide opportunities to engage deeply with the knowledge, attitudes and skills of a wide range of academic disciplines.

  • Our choice of enquiries are designed around real-world issues, enabling students to make valuable connections between their studies and the world.
  • Our unique Professional Pathways curriculum at Key Stage 4 will prepare students for further study, the world of professional work and a lifetime of learning.
  • Our approach will enable all students to master individual subjects and develop 21st Century competencies such as Digital Intelligences and interpersonal skills.

The curriculum will be designed to promote the development of not just cognitive, intrapersonal and interpersonal competencies but also to ensure academic success. Through this approach we seek to be knowledge producers and not just knowledge consumers, seeking to build personal empowerment for all our learners.

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Yet we are also pragmatic and have designed our curriculum to ensure that students achieve high standards in core subject areas to facilitate success at key transition points (for example at age 13, 16 and 19). Our ‘Infinity Standards’ will be woven throughout the curriculum and alongside our curriculum design principles (Core – Metacognition, Feedforward, Collaboration, Inquiry, Authenticity, Self-direction) our curriculum will provide students with opportunities to make progress within the crucial knowledge, understanding, skills and attributes associated with a high degree of academic success and with liberated lifelong-lifewide learners.  

In addition to the development of academic competencies our curriculum will also enable learners to develop the attributes of a lifelong-lifewide learner, we call this the Infinity Learner Profile.  


cgl-e1430398266659Our curriculum is collaborative in its design and delivery. Much of an individual’s learning at Infinity will take place with others whom form part of their Infinity Team; a collaborative learning group of 6.

Educators (teachers) within Infinity will co-design the curriculum with peers, students and community partners. Applying proven curriculum design principles, each unit of learning,  course and project will be systematically and collaboratively designed through a process of critique and re-design. All designs will be community assessed against a criteria of rigour, developed by Rob Riordan, prior to implementation.

  • No rigour without engagement
  • No rigour without ownership
  • No rigour without exemplars
  • No rigour without audiences
  • No rigour without purpose
  • No rigour without dreams
  • No rigour without courage
  • No rigour without fun

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We want Infinity students to have a broad, balanced, authentic, experiential and inspiring curriculum. Our curriculum will be organised under key concepts, such as Culture and Justice, through which subject disciplines will be taught both overtly and as integrated interdisciplinary enquiries. These concepts will change every 1/2 term creating a natural beginning and end to a cycle of learning. The curriculum will be facilitated through Advisory, Exploratory and Core sessions. These sessions will be delivered through face to face in-school provision and through our e-learning platform; Infinity Cloud. Our Blended Learning approach will enable learners to move forward at their own pace, while being fully supported as they guide their own way through elements of their learning. We will design online courses to prepare for, supplement and extend in class learning.

Our curriculum will encompass all learning in London has to offer. Classroom London will feature throughout our curriculum ensuring learners have opportunities to learn on-site and witness how London can be perceived as a living, learning environment.

As a student graduates through the stages of our curriculum towards Year 11, they will increasingly specialise, following elective modules with more specialised teaching. Epistemic apprenticeships and Internships, as part of our pathways approach to the curriculum, will be delivered alongside projects and interdisciplinary learning, which will remain the main method of enabling learners to develop subject knowledge, understanding and skills while continuing to apply the attributes of an effective lifelong-lifewide learner.  

Each academic year of the Infinity Curriculum has a different focus as a means of building the foundations for evermore independent and self-directed learning towards liberation. Year 7 has a focus on induction into the systems, ways and norms of the academic and social life of Infinity. We call this the ‘Transition’.

Following graduation of the foundation year students will move into Year 8 where they will begin to sample a greater variety of subjects, experiences and begin to make decision about their own learning pathways through the choice of electives, exploratory courses and through the themes of their Individual Projects. Constant review of an individual’s Personalised Learning Plan will facilitate this process. We call this ‘Exploration’.

Year 9 will see even more choice with students making informed decisions about the Pathway they would like to follow, selecting the Major and Minor elements of a Pathway as they continue their journey towards mastery and the summative assessments of Year 11. We call this ‘Specialisation’.

The traditional GCSE years of 10 and 11 will see students undertaking academic studies linked to their Pathway alongside accredited Community and Individual Projects and work based Internships. Inline with the more experiential element of this phase in the Infinity Curriculum we call this ‘Professional Pathways’.

These phases of the Infinity Curriculum are grouped together in what we call the Infinity Baccalaureate.  

Infinity Assessment

Assessment at Infinity will be:

  • highly personalised and authentic;
  • formative in nature, informing ongoing progression within learning;
  • a facilitator of academic, cognitive, social and emotional successes;
  • transparent, enabling all to recognise and understand progress and attainment;
  • based upon rigorous and challenging Infinity Standards articulated as “I can” statements;
  • varied enabling learners to curate a rich portfolio of achievements;
  • the means to which an individual progresses through the Infinity Baccalaureate;
  • directed towards enabling an individual to become a lifelong-lifewide learner; a liberated learner.

Find out more.


The Infinity Baccalaureate: a ‘future-ready’ Curriculum 

Our ‘future-ready’ curriculum will be broad, balanced, personalised, authentic and challenging, throughout KS3 and KS4. We intend to deliver the content of the National Curriculum and elements of the Middle Years Curriculum of the IB. We will deliver this in a creative manner. Our approach to curricula is in contrast to what is experienced by most learners across the borough and across the UK. 

Our ‘future-ready’ curriculum is designed to impart the knowledge and skills that have purchase in the modern workplace. Delivering subject specific lessons with closed skills such as that which has been delivered within schools since the 19th century no longer holds value to learners or to society now and into the future. Given the rapid evolution of the job market, most individuals relying on just one skill set or narrow expertise are unlikely to sustain long-term careers in economies of the future. A career focused education, again the central thread of many education systems today, is no longer valid. A profession focused education with a relentless focus upon the development of transferable and non context bound skills central to the ‘future-ready’ learner and professional is required.

There are two key components to getting this right: first, what to teach; and, second, how to teach it. While acknowledging the wide range of pedagogical approaches around the world, there is a growing consensus that forward-looking curricula must focus on:

  • the linguistic, mathematical and technological literacies all job roles will require in the future;
  • ensuring the breadth and depth of subject knowledge and the ability to make inter-disciplinary connections;
  • developing global citizenship values, including empathy and character;
  • non- cognitive employability skills such as problem solving, critical thinking, project management and creativity.

To achieve the above requires much more than a didactic, teacher led and heavily structured approach to teaching and learning. It requires the empowerment of learners by educators and the curriculum. It requires an approach which shifts learning onto learners, one which enables the development of independence and mastery through interdependence and collaboration with others. Problem solving and enquiry driven learning with opportunities to engage with the real-world in an authentic education are also key. We at Infinity and our approach to enquiry driven, interdisciplinary and highly authentic learning experiences are creating the means to prepare learners for the world. In addition to a pedagogical approach which enables choice, voice and personalisation our unique application of Collaborative Group Learning with the Infinity Team of 6 at its heart ensures learners come to see the benefits of learning with others, developing highly prized social skills and a recognition of their own learning processes. Such approaches have been shown to have significant impact upon learning (See here). A collaborative approach to learning at Infinity does not remove individuality, rather it prizes this with each individual able to come to know themselves and their relationship with others.

Regarding the second point, although education systems vary widely, there is consensus that curricula must be:

  1. updated and adapted on a rolling basis, based on insights and forecasting regarding the evolution of local and global labour markets and trends in skill demands;
  2. developed and revised collaboratively, with input from all relevant stakeholders, including businesses; and
  3. subject to regular review, in order to avoid the disruption and implementation time-lag associated with major but infrequent curricular overhauls.

At Infinity our curriculum is designed by our teachers, guided by recognised standards, in collaboration with their peers, experts from within education, with the local community and with the students and parents, the curriculum is designed to serve. Every unit of learning, which lasts for a 1/2 term, is designed to meet the specific needs of the class it is being delivered to. We are able to do this as we have the freedom to design our own curriculum and we have structured our school day, year and the curriculum itself to empower teachers to be designers, working with the support of a wider community to develop highly personalised and authentic learning experiences.

Traditionally schools deliver the same curriculum year after year with no thought about the changing nature of the teacher or the learner. We have a highly structured curriculum skeleton which can be fleshed out in response to the needs of learners and their emerging interests. The Infinity Baccalaureate, developed with University College London, is authentic and immersive, enabling students to participate in cross-subject enquiries which provide opportunities to engage deeply with the knowledge, attitudes and skills of a wide range of academic disciplines. Our curriculum is unique and is a product of our close working relationship with academics from University College London and the Grand Challenges department (See here). This relationship not only enables us to gain access to expert guidance with regards to real-world problems but also access to expertise in the form of academic, lecturers and students from UCL who will form part of the delivery and assessment of our curriculum. With the support of UCL we have the means to develop an academically rigorous curriculum with real value, but also the means to provide an authentic audience for our learners and with this high levels of supported challenge.

We recognise that it is also important to teach “how to learn” through experience-led approaches just as much as instruction- led ones, and by empowering students to be lifelong learners who take ownership of their upskilling throughout their lifetime. Our broad and balanced curricula will also feature exposure to the workplace, with an eye toward professionalising the future workforce. Internships, mentoring, access to employer networks and site visits, for example, can all contribute to the work-readiness of young people, helping them envision a variety of career paths and equipping them with the relevant competencies.

Early exposure to the workplace and ongoing career guidance is required as such we at Infinity have developed and intend to implement our Professional Pathways approach to Year 10 and 11 with an integrated Internship to ensure real-world experiences of entering into the professional workplace.

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Our choice of enquiries are designed around real-world issues, enabling students to make valuable connections between their studies and the world. The Core and Exploratory elements of our curriculum will be driven by overarching problems, concepts and enquiries posed as questions. These are based on University College London’s ‘Grand Challenges’ programme. These themes will allow students to learn and apply subject specific Knowledge Understanding and Skills through novel experiences and situations, while thinking about big issues facing their local and global communities. We believe these are essential for students to see the purpose of their learning and to develop the knowledge and competencies of a 21st century global citizen.  

Our core purpose of developing liberated and ‘future-ready’ learners will lead to students that can apply their knowledge, understanding and skills to challenges such as environmental sustainability, challenges of ageing populations and democracy and the ability to live well in a changing world to name but a few.  The Infinity Challenges for the first year of operation are exemplified in the table below;

Term 1 1.5 2 2.5 3 3.5
Infinity Challenge
Cultural Understanding
Transformative Technologies
Human WellBeing
Sustainable Cities
Global Health
Justice & Equality
Concept
Collaboration
Discovery
Justice
Adaptability
Risk
Resolution
Enquiry Question (s)
E17 Land: What can we learn from past civilizations to construct a more equitable society?
How could technologies transform our local community?
What does it mean to be Human in the 21st Century?
How can we provide food and fresh water to everyone in the world?
What are the problems regarding health for all; past, present and future?
How could you make your world more Just?

To create connectivity across the years, vertically and horizontally, we will repeat the Challenge across each year. As such students in term 2.1, be them Year 7 or Year 11, will be exploring the challenge of Human Wellbeing. This enables vertical connectivity and the extension of a collaborative culture between year groups. What will change across the years and terms will be the concept, each of which works to support the next and is linked to the Infinity Learner Profile, and the enquiry question which will meet the needs of the specific year group and will increase in complexity. Our experience of designing and delivering a similar curriculum has shown to have a significant impact on a learner’s ability to engage in critical, creative problem solving.

The following linked documents will give you an idea of how we intend to approach course design.