Curriculum Rationale

Intent

The curriculum in our school is designed to inspire and motivate children. Our aim is for every child to experience ‘an extraordinary school day’ every day. We place children at the heart of the learning process through a bespoke ‘Teaching and Learning Model.’ The Model, which is rooted firmly in research and analysis of effective learning and teaching, translates the Trust’s Expectations into classroom practice. This Model has been developed and embedded to provide consistency and continuity for all children.

We use the International Primary Curriculum (IPC) as a framework for learning. IPC provides a clear, thematic approach which ensures coverage of the National Curriculum. The thematic approach links well with our intent to make all learning exciting, active and meaningful for all our children

We are committed to the highest quality teaching across the whole curriculum and promotes the use of specialist teachers to facilitate this. We currently have a specialist teacher of PE in our school.

Implementation

The IPC is used from Year 1 to Year 6 as the core framework for learning in the majority of subjects.

The White Rose Mathematics scheme, supplemented by additional resources, is used for teaching and learning in Mathematics. This was selected for its accessibility and strong approach to mastery.

Little Wandle Phonics is used across the trust and has been selected for the level of structure and resourcing available.

In EYFS a thematic approach is used and this is being developed to link with the IPC units in our long-term plan.

Our teaching and learning model is designed and implemented in such a way that it builds on prior knowledge and skills and lays the foundation for future learning. Lessons are designed to be engaging and challenging with learners actively involved.

Our curriculum planning has been designed so that subjects are taught independently and interdependently and supplemented by a wide range of opportunities and enrichment activities which allow for cross curricular learning. This enables learners to see the ‘Big Picture’ of their learning and to make connections both through and across different subjects.

Learning Ladders for each subject show the knowledge, skills, understanding and vocabulary that pupils are expected to master each year in each subject and unit of learning.

Threads of learning show how a concept is developed over time from EYFS to Year 6.

Learning questions map out the learning sequence.

Knowledge organisers show the knowledge for each unit of learning is covered within the school context.

Our subject leaders work in partnership with others across the Academy schools and within a core framework to ensure consistency and continued development of each subject.

Through subject forums subject leaders across the Academy share planning, practice and resources, building and refining a central subject bank which is accessed by all teachers. This bank is used to drive consistency and reduce workload for our teachers and secure high-quality teaching and learning in every subject.

Impact

We review the impact of our curriculum continuously in a variety of different ways. We monitor how effectively our curriculum and enrichment provision provides opportunities for each unique pupil to reach their full potential.

We look at the quality and breadth of work seen in learner’s books, online and in the learning environment, pupil voice discussions, outcomes of assessments and quality of teaching and learning through learning walks. All of these tools help us assess the consistency, impact and relevance of our curriculum.

Monitoring and Evaluation

Senior Leaders and Subject Leaders monitor the way the curriculum is taught throughout the school in the following ways:

• Book Looks (Coverage/Breadth/Progression)
• Book Looks (Quality of work)
• Learning Environment Looks
• Pupil Voice Discussions
• Learning & Teaching walks followed by developmental coaching
• Analysing teacher assessment of their subject across the school

Pupil Outcomes

In our school, learning is at the heart of all we do so assessment is used to shape future learning. It is not excessive or onerous and forms part of the day to day working practices of the classroom. Teachers ensure that pupils embed key concepts in their long term memory. Key skills and objectives for curriculum areas are revisited throughout the year and applied in different contexts. We also use summative assessments to support the teacher’s overall assessment in these subjects.

The impact of our curriculum is also measured by assessment procedures that allow us to measure outcomes against schools nationally.

We constantly review our assessment process so it has the highest impact on improving learning.

Children take part in quizzes, used frequently, to measure progress. Teachers use ‘Knowledge Checks’ during lessons to ensure children can recall facts and information. A wide range of strategies such as questioning, cold calling and other classroom strategies are also used to assess knowledge.

We recognise that understanding develops over a period of time. ‘Big Picture Questions’ are shared at the beginning of a unit. These questions/statements are referred to throughout the topic. Children record their initial, developing and final responses to these questions/statements so that the development of their understanding is recorded.

Curriculum Rationale

School Vision

At Halstead Community Primary School, everyone takes pride in demonstrating respect and kindness. In our inclusive, nurturing environment, we inspire and challenge our children through memorable learning experiences. We build a flourishing family which embraces individuality and independence where everyone can succeed.

Curriculum Intent

Our curriculum aims and principles encompass our school vision. As a learning community, we will think about when children learn, what children learn and how they learn. We have designed a curriculum around the knowledge that children learn best when teaching and learning activities enthuse, engage and motivate them to learn, and when they foster their curiosity and enthusiasm for learning. Our curriculum incorporates our key values:

• Personal excellence

The curriculum is designed for every child to gain knowledge and develop their skills.  The sequence of learning is designed so children build on, apply and make connections with previous knowledge. The curriculum fosters an excellent attitude to learning.

• Respect and Friendship

The curriculum is designed to build on the culture and experiences of children in the school.  It promotes working together and encourages the children to treat one another with respect. Enrichment activities link to real life and are purposeful.

• Inspiration

The curriculum is designed for every child to have a wide range of experiences and raise their aspirations through planned events.  The curriculum develops enquiring minds so that the children learn to think critically.

• Determination and Courage

The curriculum is designed for every child to challenge themselves through:

• Perseverance
• Resilience
• Confidence
• Curiosity
• Enthusiasm
• Reflection
• Reasoning
• Use of a growth mindset

• Equality

The curriculum is designed for every child to reach their potential. This is achieved by ensuring that all children feel valued and listened to. Use of active learning provides opportunities for all to achieve equally at their level.

Implementation

At Halstead Community Primary School, we deliver our curriculum through mixed-age teaching for years 1 to 6. Early Years has a discrete curriculum and the children in the SEND unit have a curriculum based on their needs.

Our mixed age teaching fosters a strong sense of community within the classroom. The children benefit from:

Social-emotional development:

Older children can act as mentors and role models, enhancing their leadership skills while younger children benefit from guidance and support, leading to improved social interactions and self-esteem for all students.

Adapted learning:

By grouping children of different ages, teachers can tailor instruction to individual needs and abilities, allowing for flexible learning based on each child’s progress.

Enhanced collaboration:

Mixed-age groups encourage collaborative learning as children of different levels work, promoting communication and problem-solving skills.

Deeper conceptual understanding:

Repeated exposure to concepts across different age levels can lead to greater breadth and depth of understanding as children revisit and build upon previous knowledge.

Curriculum Coverage Schemes

Throughout the day, there are opportunities for children in the SEND unit to engage with their peers in the wider school, including joining the Early Years for continuous learning sessions and participating in Forest School and outdoor play. These interactions offer valuable experiences that promote social integration and the development of important skills in a wider school community.

Implementation of the PE Curriculum

The children in the SEND unit, along with Early Years, also join the Year 1 and 2 class for PE sessions. Due to adaptation of activities to individual needs the children develop skills and knowledge in PE regardless of their level. The children are also able to experience PE in a larger group and participate in team games as well as building self-esteem, promoting inclusivity and supporting social development.

Impact of our curriculum

We are ambitious for our children.  The children develop knowledge, skills and understanding in all curriculum areas. They are able to evaluate and analyse their own learning and that of others. They are creative and develop a growth mindset. Our children are inclusive and are kind and respectful regardless of the differences, cultures and backgrounds. Children leave our school feeling proud of themselves and confident that they can achieve great things in their lives.